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A Provisional Agenda for Research on Improving the Quality of Mathematics Teaching on a Large Scale . Paul Cobb and the MIST Team Vanderbilt University University of Washington Michigan State University McGill University. Purpose. - PowerPoint PPT Presentation
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A Provisional Agenda for Research on Improving the Quality of Mathematics Teaching on a Large
Scale
Paul Cobb and the MIST TeamVanderbilt University
University of WashingtonMichigan State University
McGill University
Purpose
• Outline a set of issues that need to be addressed if research is to provide adequate guidance for large-scale instructional improvement efforts in mathematics – Across a large urban district
Overview
• Preamble: what counts as high-quality instruction
• Background: ongoing work as a setting for appreciating the limitations of current research
• Proposal for issues that need to be addressed
What Counts as Instructional Quality?• Has to be justified in terms of students’
learning of mathematics that is worth knowing– Conceptual understanding as well as procedural
fluency– Justifying solutions, evaluating the reasonableness
of solutions, generalizing from solutions, making connections among multiple representations of mathematical ideas
Research on Students’ Mathematical Learning
• Rigorous mathematical tasks• Individual or small group work• Whole class discussion– Teacher presses students to: • Explain and justify their reasoning • Make connections between different solutions
Goals for Teachers Learning• High-leverage instructional practices – Planning and conducting productive whole class
discussions– Setting up rigorous mathematical tasks
• Specific types of knowledge implicated in the enactment of these practices– Mathematical knowledge for teaching– Vision of high-quality mathematics instruction– View of students’ mathematical capabilities
Challenge for Districts
• How to organize, support, and press for teacher learning across the entire system– What guidance can research provide?
Background: MIST Project
• Four-year collaboration with four large urban districts – 360,000 students – 2007-2011
• Continued collaboration with two districts – 180,000 students – 2011-2015
• Investigate (and support) the districts’ instructional improvement efforts in middle-grades mathematics
Background: MIST Project
• High proportion of students from traditionally underserved groups– Limited financial resources– High teacher turn over– High proportion of novice teachers
• Atypical in one respect:– Aiming at ambitious goals for student learning and
thus for teachers’ instructional practices
District Participants• 30 middle-grades mathematics teachers in 6-
10 schools in each district• Mathematics coaches• School leaders– Principals, assistant principals
• District leaders– Across central office units that had a stake in
mathematics teaching and learning
Collaboration with Districts
October
• Interview district leaders to document current strategies for improving middle-school mathematics
January-March
• Audio-recorded interviews with the 200 participants to document how the districts’ strategies are actually playing out in schools and classrooms
Collaboration with Districts
February-May
• Analyze transcripts of the 200 interviews• Identify and explain gaps between each district’s
intended and implemented improvement strategies• Develop a detailed report for leaders in each district
• Shared findings and made actionable recommendations
May
• Meet with district leaders to discuss our findings and recommendations
Collaboration with Districts
• District leaders attempt to act on our recommendations to a significant extent
• Become co-designers of district improvement strategies – Participants in as well as observers of the districts’
instructional improvement efforts
Collaboration with Districts• Formulating recommendations: Have to
address concrete organizational design problems
• Occasion to appreciate – The types of problems that district leaders have to
address – Extent to which current research can provide
guidance – hence this talk
Research Goal
• Develop an empirically grounded theory of action for instructional improvement at scale– Can inform other districts’ instructional
improvement efforts
Ongoing Analyses
• Initial conjectures about supports and accountability relations – Drew on then available literature
• Conjectures informed initial recommendations to districts
• District leaders acted on recommendations – opportunity to test and revise conjectures
Retrospective Analyses• On-line surveys for teachers, coaches, and school leaders• Video-recordings of two consecutive lessons in the 120
participating teachers’ classrooms– Coded using the Instructional Quality Assessment (IQA)
• Assessments of teachers’ and coaches’ Mathematical Knowledge for Teaching (MKT)
• Video-recordings of select district teacher professional development
• Audio-recordings of teacher collaborative planning time• Student achievement data
Theory of Action for Instructional Improvement at Scale
• A coherent instructional system:– Instructional materials + professional
development + assessments to inform instruction + additional supports for struggling students
• Mathematics coaches’ practices in providing job-embedded support for teachers’ learning
Theory of Action for Instructional Improvement at Scale
• School leaders’ practices as instructional leaders in mathematics
• District leaders’ practices in supporting the development of school-level capacity for instructional improvement
Research Team
Paul CobbTom Smith
Kara JacksonErin Henrick
Ilana HornKen Frank
Research TeamJessica Rigby Mollie AppelgateJonee Wilson Adrian Larbi-Cherif Brooks RosenquistCharlotte MunozBritnie Kane Jason Brasel Brette Garner Seth HunterEmily Kern Megan WebsterMahtab Nazemi I-Chien Chen
Explicit goals for students’ mathematics learning
Vision of high-quality instruction Instructional materials
Teacher professional development
Additional supports for struggling students
Assessments to inform ongoing instructional improvement
Component 1: Coherent
Instructional System
(Bryk et al., 2010; Newmann et al., 2001)
Vision of high-quality instruction:• Small set of high-leverage
practices that are potentially learnable in the context of high-quality professional development
Instructional materials:• Grounded in student learning
trajectories that aim at significant mathematical ideas
Component 1: Coherent
Instructional System
Explicit goals for students’ learning
Vision of high-quality instruction Instructional materials
Teacher professional development
• Pull-out Professional Development (PD): • Specific PD designs – promising
findings• Grounded in classroom practice –
pedagogies of investigation and enactment
• Most work in pre-service – have extrapolate to in-service
• Teacher Collaborative Time (TCT) • Most researcher-led – potentially
productive types of activities• Naturally occurring –
characteristics of productive teacher groups
Component 1: Coherent
Instructional System
• Formative assessment systems– Aligned with ambitious
goals for students’ learning
– Grounded in trajectories of students’ learning
Assessments to inform instruction
Component 1: Coherent
Instructional System
• Goal: support struggling students to participate effectively in mainstream instruction
Additional supports for struggling students
Component 1: Coherent
Instructional System
Coherent Instructional System• Collaborating districts: fragments of a coherent
instructional system– Strengths: explicit goals for students’ learning, vision
of high-quality instruction, instructional materials– Challenge: teacher professional development –
district capacity– Challenge: TCT – expertise + leadership of meetings –
district capacity– Weakness: additional supports for struggling students
– not aligned with mainstream classroom instruction
Needed Research: Developing District Capacity
• Researchers typically assume full responsibility for “building” particular elements
• The problem of scale involves supporting districts’ development of the capacity to create, coordinate, and sustain the elements of such a system
Developing District Capacity: Sacrificial Offering
• Example: co-designing and co-leading PD for coaches with district mathematics specialists – Support the development coaches’ capacity to
design and lead high-quality teacher PD – Gradual hand over of responsibility to district
mathematics specialists • Overall goal: Investigate how to support districts’
development of capacity to develop and sustain a cadre of mathematics coaches
Needed Research: Interrelations Between Elements of the System
• Current research typically focuses on the individual elements of a coherent instructional system
• Also need to investigate interrelations between various the elements, and between elements and other components of ToA– Which are preconditions for the development of
other elements/components?
Developing District Capacity: Sacrificial Offering
• Example: co-designing and co-leading PD for school leaders– School leaders press for instructional
improvement– Coaches support teachers in meeting those
expectations• Investigate development of aligned support and
press for teachers’ improvement of their instructional practices
Mathematics Coaching• Finding: Teachers’ improvement of their
instructional practices depends crucially on their access to colleagues who have already developed accomplished practices
• Three of our four districts: Small proportion of accomplished teachers
• Critical role of coaches as more accomplished colleagues
Mathematics Coaching
• Design and lead pull-out PD • Work with groups of teachers during TCT – Current research + our findings indicate
importance of leadership/expertise in TCT• Support teachers one-on-one in their
classrooms– Build on pull-out PD and work in TCT
Current Research on Coaching
• Provides little guidance on:– Types of activities in which coaches might engage
teachers – Coaches practices as they enact these activities – Supporting the development of a cadre of
accomplished mathematics coaches • One of the collaborating districts: four years of
sustained professional development for coaches• Only slightly ahead of the teachers they were expected
to support
Needed Research: Delineating Goals for Coaches’ Learning
• Develop testable conjectures about potentially productive coaching practices
• Working with groups of teachers: • Draw on studies of researcher-led and naturally
occurring PLCs – Kazemi and Franke: Potentially productive activities– Horn: Press teachers of key issues
Needed Research: Delineating Goals for Coaches’ Learning
• Working with teachers in their classrooms:– Draw on research on teacher learning and
professional development• Points to importance of modeling and especially co-
teaching • Observation/feedback at specific points in teachers’
development – e.g., Tuning their enactment specific practices
Needed Research: Delineating Goals for Coaches’ Learning
• Important to explicate the forms of knowledgeability implicated in the enactment of proposed practices– Researchers do not typically report what they
needed to know
Needed Research: Specifying Forms of Knowledgeability
• Mathematical knowledge for teaching (MKT) • Additional candidate: an envisioned trajectory
for teachers’ learning– Classroom management– Student engagement– Teacher questioning
• Informs decisions about which aspects of practice to work on with teachers
Needed Research: Designs for Supporting Coaches’ Learning
• Both settings: – Draw on very limited literature on coach PD– Extrapolate from work on teacher learning and
teacher PD
Needed Research: Test and Revise Designs for Coaches’ Learning
• Design experiments to:– Test and refine conjectures about supports for
coaches’ development of target practices– Assess in terms of improvements in:• Coaches’ practices• Quality of teachers’ classroom instruction • Student learning
Coach PD: A Sacrificial Offering
Coach PD Session
Coaches lead PD with pilot group
MIST & District Math Leaders collaboratively
plan for upcoming session
MIST views video-recording of pilot PD in
light of goals for coaches’ learning
School Instructional Leadership• Standards-based reform: Principals and
assistant principals increasingly expected to act as instructional leaders in specific content areas– Manage instruction rather than manage around
instruction
Current Research School Instructional Leadership
• No consensus on what school leaders need to know and be able to do in order to be effective instructional leaders in mathematics– General content-independent characteristics of
high-quality instruction• Observe instruction and provide feedback
– MKT, student mathematical learning, high-quality mathematics instruction, teacher learning• Coach mathematics teachers
Findings• Interviews – vision of high-quality
mathematics instruction (VHQMI)– Form rather than function views– Consistent with teachers’ accounts of the
feedback they receive from school leaders• Extensive professional development– Focused on general, content-independent
characteristics of high-quality instruction
Initial Findings• General characteristics of high-quality inquiry-
oriented instruction– Too abstract – not able to connect to concrete
instructional practices • MKT, student mathematical learning, high-
quality mathematics instruction, teacher learning– Beyond the capacity of most districts
Needed Research: Delineating Goals for School Leaders’ Learning
• Develop testable conjectures about potentially productive school leadership practices
• Justify in terms of: – Direct support/press for teachers’ learning– Indirect support – developing conditions for
teacher learning
Current Bets• Identify and capitalize on instructional
expertise in the school• Observe mathematics instruction and provide
feedback• Participate in teacher collaborative time (TCT)• Support coach to support teachers’ learning
School Leadership RoutineAttend TeacherCollaborative
Time
ObserveClassroom Instruction
Meet withMathematics
Coach
School LeaderAnd Coach:
Quality of IndividualTeachers’ Instruction
+How to
Support Instructional Improvement
+Jointly Plan for
TeacherCollaborative
Time
Needed Research: Delineating Goals for School Leaders’ Learning
• Important to explicate the forms of knowledgeability implicated in the enactment of the proposed practices – Vision of high-quality mathematics instruction• Observing instruction and giving feedback• Identifying and leveraging instructional expertise
Needed Research: Designs for Supporting School Leaders’ Learning
• Extrapolate from work on teacher learning and teacher PD – Vision of high-quality mathematics instruction• Distinguish between high- and low-rigor tasks• Distinguish between strong and weak enactments of
specific high-leverage instructional practices
Needed Research: Test and Revise Designs for School Leaders’ Learning
• Design experiments to:– Test and refine conjectures about supports for
school leaders’ development of target practices– Assess in terms of improvements in:• Instructional leaders’ practices• Direct and indirect supports for teachers’ learning • Quality of classroom instruction • Student learning
Coaching and School Instructional Leadership
• Important to take account of relations between members of different role groups– Coaches’ effectiveness in supporting teachers’
learning depends on relationship with school leaders
– Coach is a potential support for school leaders’ learning
District Leadership• Also important to take account of coaches’
and school leaders’ relations with district leaders – Supports for their learning – What they are held accountable for• Potential tension between raising student achievement
in the short term and improving the quality of classroom instruction in the long term
Why Does Current Research Provide Only Limited Guidance?
• Math education, teacher education, and the learning sciences:– Student learning, instructional activities and tools – Teaching, teacher professional development,
teacher collaborative time • Typically bracket out the school and district
contexts in which teachers’ learning occurs
Why Does Current Research Provide Only Limited Guidance?
• Educational policy and leadership – Typically instructionally agnostic • Content + vision of high quality instruction matter
– Research in policy and leadership can be relevant• Have to read through lens of what counts as high-
quality mathematics instruction
Supporting Instructional Improvement at Scale
• A problem of both teacher learning and organizational learning – Need to specify goals for organizational as well
and teachers’ learning • Differentiate between organizational change and
organizational learning
Organizational Learning• Conjectured practices, social relations, tools,
and routines are provisional goals for organizational learning – Provisional goal for the organizational learning of a
district: The creation and ongoing refinement of a coherent instructional system
– Provisional goal for the organizational learning of a school: Establishment of the school leadership routine
Papers and instruments downloadable at:
http://vanderbi.lt/mist