the role of the institutional setting in teachers’ development of ambitious instructional...
TRANSCRIPT
The Role of the Institutional Setting in Teachers’ Development
of Ambitious Instructional Practices in Middle-Grades
Mathematics
Paul Cobb Kara Jackson Kristin McGraner
Vanderbilt University
Designing Schools and Districts to Support Teachers’
Ongoing Learning
Paul Cobb Tom Smith, Kara Jackson, Erin Henrick, et al.
Vanderbilt University
Instructional Improvement at Scale
• Supporting students’ learning of central mathematical ideas• Instructional materials • Instructional practices
• Supporting teachers’ development of high-quality instructional practice
• Organizational learning -- schools and districts
Investigating What it Takes to Improve Mathematics Instruction
at Scale • Series of conjectures about school
and district structures, resources, and social relationships that might support teachers’ (and instructional leaders’) ongoing learning
• Instruments to document extent to which those structures, resources, and social relationships have been established
Investigating What it Takes to Improve Mathematics Instruction
at Scale • Investigate relationships between:• Conjectured structures, resources,
and social relationships• Quality of teachers’ instructional
practices• Students’ mathematics achievement
Investigating What it Takes to Improve Mathematics Instruction
at Scale• Four urban districts
• High proportion of students from traditionally underserved groups
• High teacher turn over
• 6-10 middle-grades schools - 30 teachers
• Most schools and districts clueless about how to respond productively to high-stakes accountability• A small minority have reasonably worked out
strategies
Investigating What it Takes to Improve Mathematics Instruction
at Scale• Four annual rounds of yearly data
collection• Document district strategies for
improving middle-school mathematics• Document how those strategies are
actually playing out in schools and classrooms• First year: Baseline data• Document change over a three-year
period in each district
Data Collection• School and district support structures, resources,
and social relationships• Audio-recorded interviews• On-line surveys
• Quality of teacher professional development• Video-recordings• Audio-recordings
• Quality of instructional materials• Artifact collection
• Quality of teachers’ instructional practices• Video-recordings of two consecutive classroom
lessons
• Teachers’ mathematical knowledge for teaching• Student mathematics achievement data
Add Value to Districts’ Improvement Efforts
• Feed back results of analyses to districts• Gap analysis -- how district’s plan is
actually playing out
• Recommend actionable adjustments that might make each district’s improvement design more effective• Design experiment at the level of the
district
Instructional Quality Assessment Year 1
Primary Conjecture: Teacher Networks
• Social support from colleagues in developing demanding instructional practices• Focus of teacher interactions
• Classroom instructional practice
• Depth of teacher interactions• How to use instructional materials• Aligning curriculum with state standards• Mathematical intent of instructional tasks• Student reasoning strategies
Facilitating Conjecture: Key Resources for Teacher Networks
• Time built into the school schedule for collaboration among mathematics teachers
• Access to colleagues who have already developed accomplished instructional practices• Rationale for mathematics coaches
Initial (Rough) Analysis of Teacher Networks
• Online Network Survey• All mathematics teachers in
participating schools
• Measure of potential learning opportunities for a teacher• Sum of depth of interaction scores
across all of the teacher’s interactions
Initial (Rough) Analysis of Teacher Networks
Initial (Rough) Analysis of Teacher Networks
• Controlling for size of math department: Math teachers in Districts B and C participate in interactions of greater depth than those in District A
• Scheduled time for teacher collaboration• Will compare by department and by grade
level• Types of activities in which teachers engage
• Math coaches• Ties with coach influences depth of
interactions
More Accomplished Others: Math Coaches
• District B: School-based math coaches
• District policy: Support learning of all math teachers• The extent to which the coach is
central in teacher networks
More Accomplished Others: Math Coaches
• Teachers perceived the coach: • to be a good mathematics teacher• able to support them
• Described interactions as useful in improving their classroom classroom practice
More Accomplished Others: Math Coaches
• Principal able to describe how coach should support teachers in some detail• Support all teachers versus weak teachers
• Scheduled time for coach to meet with math teachers as a group – emphasized the importance of the meetings• Co-participated on improving instructional
practice – more likely to seek advice from coach outside meetings
More Accomplished Others: Math Coaches
• Principal shared responsibility for supporting teachers’ learning with the coach• Attended mathematics department
meetings• Observed classroom instruction
frequently
• Ongoing discussions about quality of mathematics instruction and teachers needs
Primary Conjecture: Shared Vision of High Quality Mathematics
Instruction• Instructional goals -- what
students should know and be able to do mathematically
• How teachers can support students' development of these forms of mathematical reasoning
Principal’s Visions of High-Quality Mathematics Instruction
• PD for principal instructional leadership in all four districts
• Overall improvement from Year 1 to Year 2• Generally not in conflict with districts’
goals for instructional improvement• Form view rather than function view
• Bad news: Communicate expectations for and press for high-quality instruction
Principal’s Visions of High-Quality Mathematics Instruction
• Principal PD in District D• Distinguishing between high- and low-
cognitive demand tasks• Distinguishing between high- and low-
level enactment of tasks based on:• Classroom observations• Student work
• Giving feedback to teachers• Developing school improvement plans
for mathematics instruction
Primary Conjecture: Shared Vision of High Quality Mathematics
Instruction• Coordination between district
administrative units• Curriculum and Instruction• Leadership• Research and Evaluation• English Language Learners• Special Education
Coordination Between District Administrative Units
• District leaders’ view instructional improvement as a process of:• Supporting others’ learning• Disseminating information about
desired practices and pressing for compliance
• Extent to which mathematics specialists viewed as a valued resource
Coordination Between District Administrative Units
• Relationship between “the line” and technical assistance departments
• Discourse of:• High-stakes accountability• Instructional improvement• Supporting others’ learning• Disseminating information and pressing
for compliance
Research Team
Paul Cobb Tom SmithErin Henrick Kara JacksonGlenn Colby Annie Garrison Lynsey Gibbons Sarah GreenKarin Katterfeld Chuck MunterRebecca Schmidt Jonee Wilson