Improving State Management of Evaluations for Teacher Professional Development

Stephen PruittDirector of Academic StandardsGeorgia Department of Education

Science and Math Professional Development In Georgia

Math Science Partnership

Science Mentor Program

Georgia Keys for Quality

Georgia MSP Overview

MSP FY08-09 (2-Year Cycle)

$5.4 million 27 grants serving 81 systems:

18 Math and Science6 Science3 Math

15 Projects work with High Schools21 Projects work with Middle Schools14 Projects work with Elementary Schools

Georgia MSP RequirementsAll proposals are required to

Conduct a Needs Assessment (NA)Develop a Professional Development Plan (PDP) based on NADevelop a recommended budget narrative for PDP based on state developed budget guidelinesDevelop an evaluation plan

All grantees are required toAdhere to approved budget narrativeContract with an external evaluatorAssess participants with state identified assessment tools

Evaluation Instruments

Learning Mathematics for Teaching (LMT)Developed at the University of MichiganInvestigates the mathematical knowledge needed for teaching, and how such knowledge develops as a result of experience and professional learningNumbers and operation, algebra, and geometry

Misconceptions-Oriented Science Assessment Resource for Teachers (MOSART)

Developed by Harvard and NSFElementary and Middle School: a) earth science, b) physical science, c) astronomy/space scienceHigh School: a) physics, b) chemistry, c) earth science, d) astronomy/space science

State MSP Evaluations

Site VisitsMSP Project Observation Report

Handout 1

Artifact Folder

Partnership RubricDeveloped and implemented in partnership with the National Science Foundation MSP grantee, Partnership for Reform in Mathematics and Science (PRISM)

Handout 2

Lessons Learned from GaMSP

Focus on StandardsAdequate Yearly Progress (AYP) should be the effect of good instruction; not the goal.

Redefine PedagogyPedagogical Content Knowledge

Redefine Collaboration

Science Mentor ProgramScience Mentors support teachers’ professional development by identifying and utilizing best practices such as:

Increasing the level of inquiryMaking data driven decisionsDifferentiating instructionTeaching with the appropriate level of rigor by helping teachersdevelop and modify tasks to match the standardsModeling lessons and peer-teaching Bringing awareness of tools and resources available through the departmentWorking with teachers to create new tools and resources that match the standards

Science Mentor Evaluation

State Tests

School Action Plans with benchmarked timelines based on initial needs assessment conducted in collaboration with schools’ science staff

End of year review of Action Plans with school science staff

Effectiveness Survey

Science Mentor Impact Data

Components of theComponents of the

Keys to QualityKeys to Quality::Unlocking Continuous Unlocking Continuous ImprovementImprovement

School KeysSchool Keys::Unlocking Excellence Unlocking Excellence Through the Georgia Through the Georgia School StandardsSchool Standards

Georgia Assessment of Georgia Assessment of Performance on School Performance on School Standards (GAPSS) Standards (GAPSS) AnalysisAnalysis::Closing the GapClosing the Gap

Implementation Implementation ResourceResource::Building Capacity Building Capacity ThroughThroughBest PracticesBest Practices

School KeysSchool Keys::Unlocking Excellence Unlocking Excellence Through the Georgia Through the Georgia School StandardsSchool Standards

Research-based, High Impact Practices:

•Marzano’s What Works In Schools, School Leadership That Works

•Standards of the Southern Association of Colleges and Schools

•Council of Accreditation and School Improvement

Offers schools and districts eight broad strands of effective, high impact practices designed to assist in the improvement process

School Culture

Leadership

ProfessionalLearning Family, School,

Community, Involvement

Planning and Organization

Assessment

InstructionCurriculum

School Keys

Foundation for Long Term Improvement

Best Practices Eight Strands

Professional Learning

Concept Not Addressed Emergent Operational Fully Operational

Design

The design of PL is only addressed through single, stand-alone events that are not aligned with expected outcomes and do not provide any opportunity for knowledge gained to be transferred into practice.

The design of PL is part of the school improvement plan and includes multiple sessions on a single focus throughout the school year but focuses only on expected outcomes for staff with implementation of new practices done in isolation and on an infrequent basis

The design of PL is part of the school improvement plan and provides follow-up throughout the school year including practice and feedback from coaching with strategies for improvement derived from clearly stated outcomes that include changed teacher practice and improved student learning. Staff learning is supported through a combination of strategies (e.g., study groups, collaborative planning of lessons and examining student work, peer observations, coaching, workshops) that are appropriate to the intended outcome and situational factors.

The design of PL is part of the school improvement plan and takes staff members’ prior knowledge and experience into consideration so that choices of appropriately differentiated PL strategies (e.g., study groups, collaborative planning of lessons and examining student work, peer observations, coaching, workshops) are provided. All staff members participate in long-term, in-depth collaborative experiences over multiple years to foster changed teacher practice and improved student performance.

Evaluation

The evaluation of professional learning is determined by the reaction of the staff to the initiative.

The evaluation of professional learning identifies changes in teacher knowledge and skills, but does not evaluate the change in teacher practice.

The evaluation of professional learning focuses primarily on the changes in educator practice, with some student learning data demonstrating the changes in student behaviors.

The evaluation of professional learning is planned prior to the program or set of activities. Specific adult and student changes in behavior are identified. These implementation expectations are determined and communicated to/with staff. Specific student work/learning artifacts and evidences are determined and communicated to with/ staff and students. Data is collected from multiple sources to determine the effectiveness: learning team minutes/agendas, classroom observations, student work samples, teacher surveys, conversations with principals, teachers, coaches, students.

High Impact Practice Implementation Rubric: Professional Learning

Concept Not Addressed Emergent Operational Fully Operational

Learning Communities

There is not time scheduled in the regular school day for learning teams to meet, or if scheduled, the time is used for non-instructional tasks or individualized planning. Teachers take individual responsibility for the learning of their own students.

Time is scheduled during the regular school day for learning teams to meet. Teachers organize themselves in learning teams to begin to plan for instruction and collaborate to solve common problems.

Learning teams meet regularly and concern themselves with practical ways to improve teaching and learning. They collaboratively examine the GPS to build consensus regarding what students must know, understand and be able to do, plan more effective lessons, analyze student work, analyze summative and benchmark data, and solve common problems of teaching. The goals of the learning team are aligned to the School Improvement Plan.

Learning teams take collective responsibility for the learning of all students represented by the team. Members of learning teams engage in job-embedded professional learning daily (e.g. lesson study, peer observations, modeling, coaching, analysis of student work, learning team meetings, study groups, etc.) They identify needs for professional learning, revise instruction, and monitor student progress using formative and summative student learning data. The work of the learning team is enhanced by the participation of administrators and other school and district leaders.

Leadership

The principal and other administrative team members have not established the organizational structures needed (e.g. time, protocols for meetings, process for monitoring, etc.) to implement job-embedded professional learning.

The principal and other school administrative team members have established a schedule that includes time for teachers to meet collaboratively. School leaders occasionally participate in these collaborative meetings as well as other professional learning opportunities.

The principal and other administrative team members facilitate the development of a protocol (including a minutes and logs) for collaborative learning team meetings ensuring a focus on improving teaching and learning as it relates to the School Improvement Plan. School leaders participate in collaborative meetings to deepen their understanding. School leaders monitor implementation of professional learning and its impact on instruction and assessment by observing teacher actions (e.g. reviewing lesson plans, teacher observations, etc.)

The principal and other administrative team members foster a culture that supports continuous improvement and ongoing team learning by creating time for teachers to meet collaboratively and by being active participants in these meetings. They monitor implementation of professional learning and its impact on instruction, assessment, and student learning by questioning students and analyzing student work that results from teacher actions (e.g. awareness walks, informal observations, observing collaborative planning sessions, etc.) School leaders provide feedback to learning teams regarding minutes/logs from their meetings as well as on implementation of teaching/learning strategies. School leaders also create opportunities for teachers to serve as instructional leaders within the school by leading school-wide committees that make decisions about curriculum, instruction, resources and professional learning. School leaders recognize and celebrate the accomplishments of teachers and students.

Concept Not Addressed Emergent Operational Fully Operational

Quality Teaching

Teachers exhibit only a superficial knowledge of the subject area they teach. Instructional strategies used are teacher-focused (e.g. lecture, seatwork, etc.), mostly relying on textbooks. Teachers engage students in activities that are not clearly aligned with learning outcomes. Teachers use paper and pencil tests as their main assessment strategy.

Teachers exhibit a broad, but not deep understanding of the subject area they teach. Teachers begin to independently implement instruction and assessment strategies as a result of professional learning. As a result, teacher behavior begins to change.

Teachers exhibit a deep understanding of subject matter. As a result of professional learning, instruction and assessment strategies are identified and collaboratively implemented by the learning team. Teachers enhance the use of instruction and assessment strategies by participating in study groups, visiting or observing videos of high performance classrooms, and observing demonstration lessons. As a result, teacher behavior changes and they consistently use a variety of appropriate instructional and assessment strategies.

Teachers exhibit a deep understanding of subject matter and depend on their knowledge and skills to facilitate student success. Students are meeting rigorous standards due to emphases on deep understanding of subject and differentiated instructional strategies. Instruction and assessment strategies are enhanced by feedback from peers, coaches and administrators. Change in teacher behaviors result in a change in student behavior and understanding.

Contact Information

Stephen PruittDirector, Division of Academic

StandardsGeorgia Department of Education

Phone: (404) 656-0478Email: spruitt@doe.k12.ga.us