Sue Bluestein – Science/Mathematics Specialist Anne Kennedy – Director, Science/Mathematics...

Sue Bluestein – Science/Mathematics SpecialistAnne Kennedy – Director, Science/Mathematics Education

Science and Mathematics Education Resource CenterA Partnership of Educational Service District 112, WSU Vancouver and

SW Washington Schools

Developing and Sustaining Secondary Science and

Mathematics Professional Learning Communities (6-12)

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Background on PRiSSMPartnership for Reform in Secondary Science and Mathematics

– A 3 year project (2004-2007)– Funded through DOE - Title II Math/Science

Partnership – Awarded by the Office of the Superintendent

of Public Instruction– Thanks to the teachers and administrators in

Evergreen (Clark Cty), Goldendale, Kalama, Klickitat, North Thurston, and Washougal school districts

– Partners include ESD 112, ESD 114, WSU Vancouver

Research

There is only a sparse empirical database to inform teacher educators who make use of collaborative PD frameworks (Boroko, 2004; Wilson & Berne, 1999; Wilson, Floden, & Ferrini-Mudy, 2001)

The emerging evidence does suggest that these initiatives can lead to effective, long-term teacher development (Grossman, Wineburg & Woolworth, 2001; Little, 2003; Palinscar et al., 1998)

Research• Importance of engaging teachers in discourse

communities or communities of practice that– are situated in teachers’ context– increase capacity by increasing knowledge skills and

competencies; and the collective effectiveness of group

– support dialogic inquiry– deprivatize practice

Today’s Presentation• Explore how professional learning communities can

support professional development for teachers of mathematics and science

– Getting it started• What is a PLC? • What can I do with my staff tomorrow?

– Doing the right work• Is the focus on learners and learning, teachers and teaching,

and/or the nature of science and mathematics?– Keeping the momentum

• What structures and processes facilitate PLC work?• What is the collaborative inquiry cycle and how is it used?

Getting Started

What is a Professional Learning Community?

Text Based Protocol

1. Form groups of 3-4. Assign a time keeper and a facilitator.

2. Follow directions from Text Based Protocol: The Adaptive School, Chapter 3.

PLC’s (DuFour & Eaker, 1998)

• Shared mission, vision, and values• Collective inquiry with joint planning and

coordinated action• Collaborative team• Action orientation and experimentation• Continuous improvement• Results orientation

PRiSSM PLC’s

• Teacher initiated inquiry that supports existing school improvement efforts

• Focus is on high quality teaching and learning in mathematics and science

• PLC work is complimented by coursework and study in areas of need identified by individuals and/or districts

What can I do with my staff tomorrow?

• Practice using protocols– Looking at student work– Reading protocol– Peer observation, student observation– http://www.vanderbilt.k12.mi.us/CES/Protocals1/sitemap.html

• Build school culture– Trust building activities– Shared leadership (rotate meeting roles)– Norms of collaboration

Developing Collaborative Groups

How are norms currently established with your staff? – Turn to your elbow partner and share your

experiences

The Adaptive School: A Sourcebook for Developing Collaborative Groups

Garmston & Wellman (1999)

– Review 7 Norms of Collaborative work

Doing the Right Work

Keeping the Momentum

• Collaborative Inquiry Cycle process

• Necessary support structures

Collaborative Inquiry Cycle

Develop a vision for teaching & learning

Develop a vision for teaching & learning

Formulate inquiry question

• How can we use WASL data/scores to improve student learning in science?

• Will an increased command of mathematical & scientific language increase student achievement?

• How can we construct learning activities that develop students conceptual understanding and communication?

Develop a vision for teaching & learning

Formulate inquiry question

Compare current practice to vision

Develop a vision for teaching & learning

Formulate inquiry question

Compare current practice to vision

Study strate-gies to adopt

Develop a vision for teaching & learning

Formulate inquiry question

Compare current practice to vision

Study strate-gies to adopt

Develop consen-sus for adoption

Develop a vision for teaching & learning

Formulate inquiry question

Compare current practice to vision

Study strate-gies to adopt

Develop consen-sus for adoption

Devise implementation plan

Develop a vision for teaching & learning

Formulate inquiry question

Compare current practice to vision

Study strate-gies to adopt

Develop consen-sus for adoption

Devise implementation plan

Develop plan to monitor implementation

Develop a vision for teaching & learning

Formulate inquiry question

Compare current practice to vision

Study strate-gies to adopt

Develop consen-sus for adoption

Devise implementation plan

Develop plan to monitor implementation

Teach & collect data

Develop a vision for teaching & learning

Formulate inquiry Question

Compare current practice to vision

Study strate-gies to adopt

Develop consen-sus for adoption

Devise implementation plan

Develop plan to monitor implementation

Teach & collect data

Analyze data

Develop a vision for teaching & learning

Formulate inquiry question

Compare current practice to vision

Study strate-gies to adopt

Develop consen-sus for adoption

Devise implementation plan

Develop plan to monitor implementation

Teach & collect data

Analyze data

Derive implications for changing practice

•Time Minimum

3 year plan and regular meetings

•Coordination

with existing initiatives

•Norms

•Meeting protocols

•Facilitation

Develop a vision for teaching & learning

Formulate inquiry question

Compare current practice to vision

Study strate-gies to adopt

Develop consen-sus for adoption

Devise implementation plan

Develop plan to monitor implementation

Teach & collect data

Analyze data

Derive implications for changing practice