transforming professional learning to support great teaching · large group, formal, one-size-fits...
TRANSCRIPT
Presented at:
2014 Conference on Teaching:
Supporting Great Teaching
Presented by:
Stephanie Hirsh, Ph.D.
Executive Director
Learning Forward
Chicago, IL
November 2014
Transforming Professional Learning to Support Great Teaching
1 www.learningforward.org
Learning Forward
is an international
membership association
of educators focused
on increasing student
achievement through
effective professional
learning.
2 www.learningforward.org
What did you see that you
appreciated in this video?
What does this video have
to do with this session?
https://www.teachingchannel.org/videos/12th-grade-text-analysis-lesson
Protocol #1: Great Teaching in Action
7 www.learningforward.org
Protocol #1: Great Teaching in Action
7 www.learningforward.org
What did you see that you
appreciated in this video?
What does this video have
to do with this session?
https://www.teachingchannel.org/videos/12th-grade-text-analysis-lesson
Protocol #1: Great Teaching in Action
7 www.learningforward.org
Transformed
Professional Learning
Transformed
Classroom Instruction
Transformed
Student Learning
12 www.learningforward.org
Professional learning is essential to improving
performance of educators.
Strongly Disagree Strongly Agree
1 2 3 4 5
Professional learning is the key strategy for closing
achievement gaps among students.
Strongly Disagree Strongly Agree
1 2 3 4 5
Effective professional learning fosters collective
responsibility for the success of all students.
Strongly Disagree Strongly Agree
1 2 3 4 5
8 www.learningforward.org
Protocol #2: Examining Assumptions
The most powerful professional learning occurs among
teachers in learning teams committed to continuous
improvement.
Strongly Disagree Strongly Agree
1 2 3 4 5
Professional learning is key to ensuring that all – not
just some – students experience great teaching
everyday.
Strongly Disagree Strongly Agree
1 2 3 4 5
9 www.learningforward.org
Protocol #2: Examining Assumptions
• Professional learning is essential to
improving the performance of educators.
• Professional learning is the key strategy for
closing achievement gaps among students.
• Effective professional learning fosters
collective responsibility for the success of all
students.
10 www.learningforward.org
Professional Learning Matters
11 www.learningforward.org
• The most powerful professional learning
occurs among teachers in learning teams
committed to continuous improvement.
• Professional learning is key to ensuring that
all – not just some – students experience
great teaching everyday.
Professional Learning Matters
What did you see that
you appreciated in this
video?
How does this
demonstration align to
your vision of effective
professional learning?
Protocol #3: Professional Learning in Action
15 www.learningforward.org
Ford Middle School
Allen, TX
Protocol #3: Professional Learning in Action
15 www.learningforward.org
What did you see that
you appreciated in this
video?
How does this
demonstration align to
your vision of effective
professional learning?
Protocol #3: Professional Learning in Action
15 www.learningforward.org
Ford Middle School
Allen, TX
Standards for Professional Learning
Learning Communities
Leadership
Resources
Data
Learning Designs
Implementation
Outcomes
17 www.learningforward.org
17 17 19 www.learningforward.org
Less More
Individual learning
Driven by educator
preference
Focused on generic
instruction
Large group, formal,
one-size-fits all to build awareness
22 www.learningforward.org
Protocol #4: Transforming Professional Learning
23 www.learningforward.org
Less More
Occasional episodic, “adult
pull out” programming
Measuring satisfaction
Counting hours for credit
Low expectations for
application of new learning
Protocol #4: Transforming Professional Learning
24 www.learningforward.org
Less More
Individual learning Collaborative learning
Driven by educator
preference
Focused on generic
instruction
Large group, formal,
one-size-fits all to build awareness
Protocol #4: Transforming Professional Learning
24 www.learningforward.org
Less More
Individual learning Collaborative learning
Driven by educator
preference
Driven by student, educator,
and system data
Focused on generic
instruction
Large group, formal,
one-size-fits all to build awareness
Protocol #4: Transforming Professional Learning
24 www.learningforward.org
Less More
Individual learning Collaborative learning
Driven by educator
preference
Driven by student, educator,
and system data
Focused on generic
instruction
Focused on content depth and
content-specific instruction
Large group, formal,
one-size-fits all to build awareness
Protocol #4: Transforming Professional Learning
24 www.learningforward.org
Less More
Individual learning Collaborative learning
Driven by educator
preference
Driven by student, educator,
and system data
Focused on generic
instruction
Focused on content depth and
content-specific instruction
Large group, formal,
one-size-fits all to build awareness
Informal learning to develop,
refine, and expand practice
Protocol #4: Transforming Professional Learning
25 www.learningforward.org
Less More
Occasional episodic, “adult pull out” programming Measuring satisfaction
Cycle of continuous improvement
Counting hours for credit
Low expectations for application of new learning
Protocol #4: Transforming Professional Learning
25 www.learningforward.org
Less More
Occasional episodic, “adult pull out” programming Measuring satisfaction
Cycle of continuous improvement Measuring change
Counting hours for credit
Low expectations for application of new learning
Protocol #4: Transforming Professional Learning
25 www.learningforward.org
Less More
Occasional episodic, “adult pull out” programming Measuring satisfaction
Cycle of continuous improvement Measuring change
Counting hours for credit Awarding credit for documenting impact
Low expectations for application of new learning
Protocol #4: Transforming Professional Learning
25 www.learningforward.org
Less More
Occasional episodic, “adult pull out” programming Measuring satisfaction
Cycle of continuous improvement Measuring change
Counting hours for credit Awarding credit for documenting impact
Low expectations for application of new learning
High expectations for application coupled with coaching and other support
Protocol #4: Transforming Professional Learning
• Support comprehensive systems that are
grounded in Standards and assess for impact.
• Encourage innovative schedules, school
structures, and roles that allow teachers
more time to learn from one another and
collaborate.
• Invite accomplished teachers to share ideas
and perspectives on professional learning.
26 www.learningforward.org
What can you do?
What the best and
wisest parent wants
for his own child,
that must be what
the community wants
for all its children.
-John Dewey
27 www.learningforward.org
30
Commitment
Next actions
Remaining questions
29 www.learningforward.org
What will you do?
“The quality of our nation’s teacher corps will
largely determine the success or failure of our
public education systems and affect the future of
our democracy for years to come. If we really want
to continue to improve student achievement we
have no choice but to improve teaching.”
Vartan Gregorian
President
Carnegie Corporation of New York
Milgrom-Elcott, Talia. The Elusive Talent Strategy: An Excellent Teacher for Every
Student in Every School, Carnegie Corporation of New York, Winter 2011
4 www.learningforward.org
“After 30 years of doing such work, I have
concluded that classroom teaching is perhaps the
most complex, most challenging, and most
demanding, subtle, nuanced, and frightening activity
our species has ever invented….the only time a
physician could possibly encounter a situation of
comparable complexity would be in the emergency
room of a hospital during or after a natural disaster.”
Lee S. Shulman, The Wisdom of Practice: Essays on Teaching, Learning,
and Learning to Teach, Jossey-Bass, 2004.
5 www.learningforward.org
The Complexity of Teaching
Questions
30 www.learningforward.org
Definition of Professional Development w/video examples
http://www.learningforward.org/standfor/definition.cfm Policy Points http://www.learningforward.org/news/policypoints/policypoints4-09.pdf Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad (Phase 1)
http://www.learningforward.org/news/NSDCstudy2009.pdf Professional Development in the United States: Trends and Challenges (Phase 2)
http://www.learningforward.org/news/NSDCstudy2010.pdf Teacher Professional Learning in the United States: Case Studies of State Policies and Strategies, Summary Report (Phase 3)
http://www.learningforward.org/news/2010Phase3Report.pdf Building Professional Development to Support New Student Assessment Systems
http://www.acarseries.org/papers/Stephanie_Hirsh-Building_Professional_Development.pdf Standards for Staff Development
http://www.learningforward.org/standards/index.cfm
31 www.learningforward.org
Resources
JSD – Examining Evidence http://www.learningforward.org/news/issueDetails.cfm?issueID=245 JSD – Leadership http://www.learningforward.org/news/issueDetails.cfm?issueID=302 JSD – Working with External Partners http://www.learningforward.org/news/issueDetails.cfm?issueID=319 Becoming a Learning School
https://www.learningforwardstore.org/mm5/merchant.mvc?Session _ID=27732f5c7928f0c5a9e00d18d4b420d8&Store_Code=The_Learning_Forward _Store&Screen=PROD&Product_Code=B423
Why Professional Development Matters http://www.learningforward.org/advancing/Why_PD_Matters_Web.pdf Examining the Evidence: A database of research and reports on the links between professional learning and student success http://www.learningforward.org/evidence/search.cfm
32 www.learningforward.org
Resources (continued)