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1
Our Current Best Thinking About… Professional Learning
Cathy Bruce [email protected] www.tmerc.caShelley Yearly [email protected]
Powerful Professional Learning
• Think about… a professional learning experience that has been particularly important in supporting improved practice for you.
• Make a quick note about what it was and why it was so powerful.
• Keep this in mind through the session
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The Compelling Why
Most reforms stop short at the classroom door; all available evidence suggests that classroom
practice has changed little in the past 100 years.
Lewis, Perry & Hurd, 2004
A Deeper Look at Lesson Study
Educational Leadership
The Compelling Why• Webster-Wright’s 2009 review of over 200 studies on PD
and PL found that “professionals learn from experience and that learning is ongoing through active engagement in practice” (p. 723).
• However, the vast majority of educational PD programs have separated the learning opportunities from natural contexts and from practice.
• Assumptions: 1. teachers need fixing up; 2. learning out of context will be translated to classroom with ease; 3. others know best what teachers need.
Five Characteristics of Effective Professional Learning• The following five characteristics should be considered
by anyone charged with, or seeking to provide professional learning experiences for Ontario’s teachers
i) Coherence
ii) Attention to Adult Learning Styles
iii) Goal-orientation
iv) Sustainable
v) Evidence-informed
Recommendations to the Partnership Table on Teacher Professional Learning (2007)
Characteristics of Effective Professional Learning
Across multiple studies, there is clear evidence that sustained, iterative, teacher-directed and collaborative models of professional learning support significant gains in teacher efficacy.
Dr. Cathy Bruce, Science & Technology Education Group (2012)
Bruce, Esmonde, Ross, Gookey, Beatty , 2010
Explanatory Diagram: The W Effect
GOAL SETTING
GOAL SETTING
EXPLORATORY ACTIVITIES
PRECISION
REFINING
planning
planning
debr
iefin
g
debr
iefin
g
STUDENT LEARNING
TEACHER LEARNING
So Let’s Analyse Math CAMPPP
Consider the key characteristics of professional learning:•Where is Camppp stronger? •Where is Camppp weaker?
- Teacher-directed
- Research/evidence-
supported
- Sustained
- Classroom embedded
- Goal alignment
- Content rich
So Let’s Analyse Math CAMPPP
What has Math CAMPPP done to try to overcome some of the challenges of a week-long PD experience in summer months?
Collaborative
Teacher-directed
Research-supported
Sustained
Classroom embedded
Goal alignment
Content rich
Rate on a scale of 1 to 5
Math Knowledge For Teaching
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Impact of MKT
Developing MKT
Why this is important
Some Professional Learning Models
• Workshops• Webinars/on-line
studies• Lesson Study• Co-planning, co-
teaching, de-briefing• Inquiry• Transition PLCs
• Demonstration classrooms
• Coaching• Collaborative
Assessment/Resource Development
• Collaborative Action Research
• Conferences
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Characteristics of Teacher Inquiry• Relevant• Collaborative• Reflective• Iterative• Reasoned• Adaptive• Reciprocal(Capacity building series, 2010)
Should we consider adding:•Teacher directed (teacher as agent and decision maker)•Activist oriented
(practice implications)•Any other key characteristics? (to think about)
How Do These Fit Together?
The Broad Context of Education
Inquiry(origins as old as humankind)
Educational Research(since University of Chicago Laboratory School, around 1900)
ActionResearch
(origins in social activism 1930’s)
CollaborativeAction
Research(past 20 yrs)
Co-planning & co-teaching
Teacher and classroom
Inquiry
Book study/Video study
Giant bird’s nest on drugs
Collaborative Action Research
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The process of action research allows educators to:•reflect on an issue or a problem relevant to their teaching;•to determine what research question(s) they are trying to answer;•to implement an intervention designed to address the problem;•to collect and analyse data to determine if their intervention is having an effect, and;•to implement changes in their practice based on their findings.
www.tmerc.cawww.tmerc.ca
Models: Looks like / Doesn’t look like • Not sure what you are thinking here
What we learned
Teacher Impact
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Avoiding Pitfalls Of Professional Learning• Myth: no budget for release time = no pd• Myth: no planning needed just show up (carefully plan
content, strategies, dynamics and trajectories)• Myth: drop in-between meeting/session activity• Myth: PLC is separate from CIL-M “doing CIL-M” from
Inquiry• Myth: Growing quickly will work• Who is a knowledgeable other? How do they
facilitate?• A coach is a coach (no special training, and don’t need
support themselves)
Integrating this knowledge (Consolidate)
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What opportunities can you create for…
• slowing it down?• sustaining focus on a precise content
piece?• building purposeful professional learning
networks with researchers?• supporting teachers as co-learners?
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Why High Quality Math PL Is Important?• Agency (empowerment, ownership and
constructive urgency)• Content learning (close attention to student
work, listening and noticing)• Sustainability (will and capacity to continue)• Teacher efficacy