CCSSOSurveys of Enacted Curriculum

(SEC) State Collaborative

Be Inspired, Be Engaged, Be Informed:SEC Project Planning and Leader Training

February 11 - 12, 2008

Catamaran Hotel, 2999 Mission BoulevardSan Diego, CA 92109

2004-2007 East Tennessee Science Partnership (ETnSP)

Tennessee Department of Education MSP

Terry Lashley, Ph.D.

Project Director

ETnSP Partners

University of Tennessee Pellissippi State Technical Community College

Five School Systems

Appalachian Rural Systemic Initiative Appalachian Math Science Partnership

American Museum of Science and EnergySurvey of the Enacted Curriculum

Using Data Getting Results

ETnSP Focus

Middle School Science Teachers and Special Education Teachers who teach science

Phase I Baseline data collection from all teacher participants

Phase II Analysis of Student Achievement Data and Development of Individualized PD Plans

Phase IIIAccess to Research-Based Interventions

Phase IV Delivery of Data-Driven Science Content

Ongoing Monitoring of implementation and dataScience Content Assistance

ETnSP … some details

30+ Days per Teacher of Individualized Professional Development and Support over 3 years (April 1, 2004 - March 31, 2007)

Data training for middle grades science teachers, middle school principals, and central office staff

Classroom mentoring during implementation of new content

Establishing data teams and professional learning communities centered on continuous improvement in middle school science teaching and learning

ETnSP … some unique features

Exit strategy was a key feature in data analysis and content and RBI implementation

IHE Faculty received professional development on Standards (Content Clarification), Pedagogy, State Curriculum and Assessment

Teachers and administrators provided with the professional development and tools for continuous improvement in school-based settings

ETnSP Higher Educational Faculty Interventions

Pre-Institute Support for IHE Faculty

Tennessee Curriculum Framework Tennessee Blueprint Educational Research Pedagogy and Pedagogical Content Knowledge Resources Pre-test/Post-test Design Standards

Ongoing Support for IHE Faculty

ETnSP … data collection

All teachers observed in their classroom prior to any ETnSP intervention (baseline data).

All teachers assigned a code enabling the individual tracking of intervention impact. There was a comparison group (quasi-experimental design).

Stratified data analysis based upon identified levels of participation.

Taught CurriculumWhat, When and How?

Written CurriculumVertical and Horizontal

Articulation?

Tested Curriculum

At what cognitive demand?

Adapted from Fenwick English

Standards

Looking for Alignment

Academic Year and Summer Interventions

Individualized Professional Development Plan Data Boosters GPS and other Technology Workshops Surveys of the Enacted Curriculum Inquiry Institute Understanding by Design Research Based Interventions Content Institutes Data Days Proposal Development (Grantwriting) PD

SEC Workshop

ETnSP Content InstitutesContent Focus

Cells and Cell Processes Chemistry Earth Science Genetics and Biotechnology Physical Science

Terry Lashley, 2007Adapted from Darling-Hammond, Linda (2006) Constructing 21st Century Teacher,

Journal of Teacher Education 57(3), 300-314.

CONTENT

STUDENTSPEDAGOGYAssessment

PCK Curriculum

StudentLearning

BALANCED INSTRUCTION

Percent Proficient: Sample Data from a Comparison and Treatment School in the

Same District

0

10

20

30

40

50

60

70

80

90

100

2005 2006 2007 2005 2006 2007

C omparis on S c hool Treatment S c hool

Organis ms Interac t with E nvironment

Heredity and R eproduc tion

Divers ity and Adaptation

E arth F eatures

E arth R es ourc es

F orc es and Motion

Interac tions and Matter

Good Teachers Getting Better!

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

IL HR DA EF ER FM IM IL HR DA EF ER FM IM IL HR DA EF ER FM IM

2004-2005 2005-2006 2006-2007

Advanced

Prof.

Non-Prof.

A Teacher Quote“The East Tennessee Science Partnership not

only increased student performance but also allowed me be to become a confident and knowledgeable instructor.”

R. Gastineau8th Grade Science Teacher

Quote from a Lead Teacher“Participating in this project has been one of the most

rewarding, informative, and beneficial projects I have participated in. The Professional Development was what was needed because of the data training and other analysis. I wish more administrators were aware of this and would allow teachers to develop individual professional development plans. Time is too precious to waste on unneeded professional development.”

Diane Vaughn, PresidentTennessee Science Teachers Association

Internal Evaluation: Some Indicators

1. Teachers appear to desire a larger, more central role in developing and sustaining improvements in teaching and learning.

Internal Evaluation: Some Indicators

2. Even a few days of targeted, focused professional development can have an immediate impact on teachers from the perspective of school improvement. The relatively technical aspect of school reform, data analysis, can be taught to teachers in a few days time if the lessons are contextually realistic, meaningful, and integrated with hands-on applications that occur over a period of weeks.

Internal Evaluation: Some Indicators

3. Standards-based improvement efforts require that all actors, and especially specialists from higher education providing content training, be fully cognizant of national and state science standards and use them as the basis for training efforts. In the past higher education content experts were typically not aware of the P-12 science content standards, especially from perspective of the requirements for each individual grade levels.

Q & A

If you have any questions later, please contact me at:

Dr. Terry Lashley

SouthEast Educational, Incorporated

239 South Peters Road

Knoxville, Tn 37923

Office: 865-357-3280

Fax: 865-357-3281

Email: seedlashley@charter.net