Aligning Observations and In-service Professional Development Prek-3 rd Jason Downer May 9, 2012.
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Transcript of Aligning Observations and In-service Professional Development Prek-3 rd Jason Downer May 9, 2012.
Aligning Observations and In-service Professional Development Prek-3rd
Jason DownerMay 9, 2012
Students’ Academic &
Social Development
Elements of Classrooms Influencing Learning
How?
PROCESS
Implementation
Relationships
Academic & Social Interactions
What? Who? Where?
STRUCTURE
Curriculum
Standards
Materials
Training and Education
Effective Teaching through Interactions
CLASSROOM INTERACTIONS
EMOTIONAL SUPPORT
CLASSROOM ORGANIZATION
INSTRUCTIONAL SUPPORT
Observations across 4,000 Classrooms
Measures of Effective Teaching
• Observations, student ratings, and value-added models (VAM) show teachers are key to student learning
• Measures of effective teaching that are linked to student outcomes can and should become the targets of professional development
Actual scores for 7500 lessons.
Framework for Teaching (Danielson)
6
Uns
atisf
acto
ry Yes/no Questions, posed in rapid succession, teacher asks all questions, same few students participate.
Basic
Some questions ask for student explanations, uneven attempts to engage all students.
Profi
cien
t
Most questions ask for explanation, discussion develops/teacher steps aside, all students participate.
Adva
nced All questions high quality,
students initiate some questions, students engage other students.
Traditional Teacher In-Service Training
• Until recently, most PD consisted of workshops:– Designed to provide new information– Transmission-oriented – One size fits all– Not typically connected to teachers’ practice– Districts waste PD money. Spend between $2500
and $9,000/teacher/year. No evidence of impacts.
• Maximizing the benefits of any curriculum or other classroom intervention requires a significant investment in professional development
• High quality in-service training is:– Sustained– Intensive– Classroom-focused– Research-based– Aligned with measures of effective teaching
Effective Teacher In-Service Training
Coaching Impacts on Instructional Support
Concept Development Quality of Feedback Language Modeling0.00
0.20
0.40
0.60
0.80
1.00
Eff
ect
Siz
e
*
*
*
***p<.001
• Adopt measures of effective teaching with established links to student outcomes
• Set standards for use of PD funds
• Align with measures of effective teaching
• Evidence of impact
• Meet current best practices
Policy Implications