1 facets of professional development: one size does not fit all nadine bezuk and steve klass cmc-n...
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Facets of Professional Development:
One Size Does Not Fit All
Nadine Bezuk and Steve KlassCMC-N 2005--CAMTE Strand
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Today’s SessionWelcome and introductionsWhat we know about professional
developmentWhat we do in our professional
development Impact of our workQuestions/discussion
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Characteristics of Expert Teachers Know the structure of the knowledge in their
disciplines; Know the conceptual barriers that are likely to
hinder learning; Have a well-organized content knowledge
and pedagogical content knowledge (PCK); and
Continuously assess their own learning, knowledge, and practices.(Bransford, Brown, and Cocking, 1999, p. 230)
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Effective Professional Development Is driven by a well-defined image of
effective classroom learning and teaching; Provides opportunities for teachers to
build their content and PCK and examine practice;
Is research-based and engages teachers as adult learners in the learning approaches they will use with their students; (continued)
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Effective Professional Development (continued) Provides opportunities for teachers to
collaborate with colleagues and others to improve their practice;
Supports teachers to serve in leadership roles;
Links with other parts of the education system; and
Is designed based on student learning data and is continuously evaluated and improved.– Loucks-Horsley et al. (2003), p. 44
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Our Belief System Good professional development blends
content and pedagogy.– Teachers with this understanding can teach
effectively from any curriculum materials. Good professional development is led by
people with K-12 teaching experience and expertise in mathematics and/or mathematics education.
All students can learn mathematics. Assessment should be used to inform
instruction.– Use student thinking to make instructional
decisions.
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SDSU Professional DevelopmentSupported by a $5.1M grant from
Qualcomm to Improve Student Achievement in Mathematics (ISAM).
This is the sixth year of our work.We offer:
– University certificates and coursework– District partnerships– Professional development
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Characteristics of Our Professional Development
Accountable for teacher growth and increased student achievement
Blends content and pedagogyLinks to classroom practiceEmbeds equitySustained over time
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Unique Facets of Our Work
University certificate programsDistrict partnerships, including
district-based professional development
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University Certificate Programs
Mathematics Specialist Certificate Program (upper elementary)
Primary Mathematics Specialist Certificate Program– 12 units of coursework
• 6 units of Mathematics coursework• 6 units of Teacher Education coursework
We’re thinking about certificates for middle school and high school
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University Certificate Programs
SDSU (not CTC) certificate Shows that teachers have special
expertise in teaching mathematics Some districts reward recipients with
stipends or salary credit Includes 6 units of graduate credit University ceremony is a morale
booster
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District Partnerships
What are the district’s needs related to mathematics?
Collaboratively plan:– Delivery model– Teacher participation– Starting options
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District Needs
Improve student achievement (as measured by CST, CAHSEE)
Improve student success in algebra Increase student participation in
higher-level mathematics courses Increase teacher effectiveness Help teachers meet NCLB
requirements
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Teacher Participation
Voluntary or mandatorySpecific grade ranges (e.g., grades
4 - 6) or specific content (e.g., algebra)
Working in a district with an intact group of teachers or a mixed group from several schools/districts
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A Variety of Delivery Models
One year, two years, more After school (4.5 hours (with dinner) or
3 hours) Release days with sub coverage Saturday sessions Weekly sessions
– Day of the week One day a month Four days a year
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A Variety of Starting Options
Summer startFall startWinter start
We conduct informational sessions prior to the start of sessions.
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Limiting Factors
TimeMoney--for stipends, subs,
materialsCommunicationMelding professional development
and coursework/earning university credit for professional development
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Distinctions Between Coursework and Professional Development
Task All Course Credit
Professional Readings
Read and think about Extra readings, reflections
Student Work Collect, analyze, and discuss
Written analyses, collaboration, readings
Planning Share, collaboratively plan
Provide evidence, analyze more deeply, connect with student thinking
Collaboration Meet in groups to discuss their work
Submit log/participate in online discussion group
Math Problems
Solve some outside of sessions
Write-up problems and discuss strategies
Assessment Surveys, questionnaires, quick writes
Math quizzes
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Assessing Students’ Understanding of Multiplication What is multiplication? Write down anything you know
about multiplication. You can use words, numbers and drawings.
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Assessing Students’ Understanding of Multiplication
Can you draw a picture to show how you would solve this problem?
Here is a multiplication fact: 7 x 6Explain how you would figure out the answer.
Can you write a story problem for 7 x 6? What does the 7 mean? What does the 6 mean? What does the answer tell us?
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How We Measure Impact
Teacher growth: Content and pedagogy– Quantitative and anecdotal data
Student achievement– Gains on CST– Matched pairs analysis: San Diego City
Schools students
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Impact on Teachers’ Content Knowledge
Rational Number Geometry
% Correct
Pre-test Post-test Pre-test Post-test
Mean 61% 79% 45% 66%
Mode 69% 90% 43% 75%
Minimum 18% 44% 18% 31%
Maximum 95% 95% 75% 90%
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Sample Item from the Rational Number Test
Place the following numbers in order from smallest to largest: 0.42, 0.50, 0.423
Margaret, Sammy and Marie placed them in order as follows. What might each of the students have been thinking? How could you find out?
Margaret: 0.5 0.42 0.423Sammy: 0.423 0.42 0.5Maria: 0.42 0.423 0.5
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Sample Item from the Geometry Test
A teacher gave her class the following problem:A floor measures 12 ft. x 15 ft. How much carpet would be needed in square yards?
Here are two student’s responses:Dave’s answer: 15 x 12 = 180. I divided by 3Because there are 3 feet in a yard. My answer is60 square yards.Enrique’s response: But I got 20 square yards. I divided 15 by 3 and then 12 by 3 and thenmultiplied. a) Is Dave’s answer correct or incorrect?b) If Dave’s answer is correct, explain how you know
it is correct.
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Changes Reported by TeachersQuestion:
“As a result of this program, . . .”
% Responding
“Yes”
Do you have a better understanding of mathematics?
94%
Has your mathematics teaching changed? 98%
Have your beliefs changed? 87%
Have your expectations of what students should know and be able to do mathematically changed?
85%
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Impact on Teachers’ Instructional PracticesTeachers report that they now: Try new strategies in their classrooms; Select among many tools including the
textbook, the pacing guide, and CGI principles; and
Recognize good mathematical problems from the text that will help students meet the standards.
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Impact on Student Achievement
Challenges– Data collection and design
– Quantitative data
– Performance assessment analysis
– How to identify a control/comparison group
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Gains on CST Mean Scale Scores, 2003 - 2005
Grade State-wide San Diego
2 9.0 23.0
3 17.8 25.6
4 10.4 20.6
5 17.5 30.3
6 10.4 20.6
Matched-pairs study in progress.
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One Teacher’s Comments About Our Impact on Her Teaching
“I feel my knowledge and understanding of mathematics has been expanded to the point where I will never teach math the same again. I know too much about group/partner work, using manipulatives; reflective writing, student-directed teaching, student responsibility. In short, I feel enlightened. I feel I finally understand math.”
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References
Loucks-Horsley, S., et al. (2003). Designing professional development for teachers of science and mathematics (2nd ed.). Thousand Oaks, CA: Corwin Press.
Bransford, J. D., Brown, A. L., & Cocking, R. R. (1999). How people learn. Washington, DC: National Academy Press.
