Changing Expectations for the K-12 Teacher Workforce Policies, Preservice Education, Professional Development, and the Workplace (2020) / Chapter Skim
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6 Opportunities for Learning Through Inservice Professional Development
6 Opportunities for Learning Through Inservice Professional Development
Pages 131-158
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From page 131... ...
Most teachers will require substantial changes to what they do on a daily basis if they are to respond productively to changing demographics and to new expectations for student learning (e.g., see Cobb et al., 2018; Osborne et al., 2019)
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The final section of the chapter turns attention to the role of the larger system and the policies and practices that bear on the availability and quality of PD for teachers. As a preface to the discussion in this chapter and in the following chapter on teacher learning in the workplace, the committee notes that the category of "practicing teachers" and the corresponding category of "in-service education" may be too broad to help educators and policy makers think productively about implications derived from changing student demographics and expectations for student learning.
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From page 133... ...
By the mid-1980s, the National Education Association reported a 15-year decline in teachers' participation in university course work and a corresponding increase in attendance at district-sponsored workshops and conferences (National Education Association, 1987)
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Relatively few teachers reported participating in PD focused on teaching students with disabilities (37%) or English learners (27%)
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(2001) based on a 2000 survey suggests that the investment in PD for a diverse student population has remained relatively low even though teachers in the earlier survey reported feeling inadequately prepared to teach students from diverse cultural backgrounds.
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These developments include the emergence of online programs and platforms and learning from practice by way of video and other artifacts of teaching and learning. Online Programs and Platforms In the past two decades, one prominent development in inservice PD, as in preservice teacher education, has been the growing turn to online programs and platforms to support teacher learning and innovation.
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but observe that since 2009, "Studies of teachers learning from online PD that employ experimental design with randomization and control groups have started to address the linkages between teachers' learning, practice, and student learning outcomes" (p.
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Researchers randomly assigned teachers to one of four groups: (1) a treatment group that received lesson plans aligned with the Common Core for the teaching of linear equations, together with a 40-minute online PD focused on five strategies for formative assessment; (2)
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From page 139... ...
characterized this Japanese form of PD -- a collaborative inquiry approach strongly embedded in the culture of teaching and schools -- as a model worthy of emulation. More specifically, as practiced in Japan: Lesson study consists of cycles of instructional improvement in which teachers work together to: formulate goals for student learning and long term development; collaboratively plan a "research lesson" designed to bring to life these goals; conduct the lesson in a classroom, with one team member teaching and others gathering evidence on student learning and development; reflect on and discuss the evidence gathered during the les son, using it to improve the lesson, the unit, and instruction more gener ally; and, if desired, teach, observe, and improve the lesson again in one or more additional classrooms.
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. Although Lesson Study shares some features with previously implemented practices of learning from student work in the United States, it differs centrally in the place occupied by the collective observation of live classroom practice.
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289) report that "lesson study supported by a mathematical resource kit showed a significant impact on both educators' fractions knowledge and students' fractions knowledge after controlling for baseline fractions knowledge, hours of instruction, and other relevant variables." Video-Based Collaborative Professional Development Since 2000, and especially in the past decade, video-based PD has occupied an increasingly prominent place in the published research on PD, especially in mathematics and science (Borko, Koellner, and Jacobs, 2011; Luna and Sherin, 2017; Roth et al., 2011; Santagata, 2009; Seago, 2004; Sherin and Han, 2004; van Es et al., 2014; van Es, Tekkumru-Kisa, and
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Video recordings of the teachers' implementation of the lessons form the basis of the second and third workshops in the cycle, in which teachers devote close attention to the nature of students' mathematical reasoning and consider the role of the teacher in supporting student learning. Over the course of the three workshops, teachers learn how to elicit and respond to student thinking and consider a range of instructional strategies for cultivating rich mathematical discourse in the classroom.
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From page 143... ...
to investigate changes in teachers' science content knowledge, ability to analyze science teaching, classroom instruction, and student learning. The study's quasi-experimental design entailed a comparison of two groups of teachers, both of which had completed the same 3-week summer institute focused on science content, and one of which elected to participate in additional summer and
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In pre-post observations, experimental teachers showed increased use of the recommended science teaching strategies associated with both a "science content storyline" lens and a "student thinking" lens emphasized in the PD, and their students outperformed the students in the comparison content-only group. Especially given its increasing prominence, further research is needed to understand crucial aspects of designing and implementing video-based collaborative PD that supports teachers to meet changing expectations and to serve an increasingly diverse student population.
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From page 145... ...
In addition, some experimental-design research framed by the recommended "PD design features" yielded mixed results, leading reviewers to cast doubt on the power of PD programs to advance teacher knowledge and practice or to enhance student learning. Mixed or null results from some studies -- studies that employed randomized experimental designs and that measured both teacher and student outcomes -- posed a particular threat to the reported consensus.
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be more fully theorized and specified, and that they be probed in-depth at the level of both PD and classroom practice. The discussion that follows centers on two bodies of research that bear particularly on the capacity of the teacher workforce to respond to heightened expectations for student learning and changing student demographics: content-focused PD and PD targeted at teachers' capacity for working with a diverse student population.
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found that average effect sizes were larger when the PD "focused on improving teachers' content and pedagogical content knowledge and/or how students learned the content" (p.
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meta-analysis focused exclusively on studies in the STEM fields, RCT studies in the domain of literacy have also shown significant positive results for teacher and student learning. For example, an IES-funded RCT study of the National Writing Project's College-Ready Writers Program (Gallagher, Arshan, and Woodworth, 2017)
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De La Paz and colleagues (2011) acknowledge that the social studies field has been slow to develop research that could credibly examine the relationships among teachers' participation in PD, their subsequent classroom practice, and student learning (p. 497)
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found that participation in lesson study cycles can help 4th-grade teachers develop a shared professional teaching knowledge culture. Impact of Professional Development Targeted at Increasing Teachers' Capacity to Work with a Diverse Student Population The section above details what is known in the field about characteristics of subject-specific PD that is associated with positive impacts on students' learning.
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Even so, their review offers important insights. Parkhouse, Lu, and Massaro found that culturally responsive teaching or culturally relevant pedagogy was identified as the leading framework for most of the PD.
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study of a 2-year elementary science PD program is one of the few studies that integrated a focus on content and supporting culturally and linguistically diverse students to track changes in both teachers' beliefs and practices. The intervention consisted of four 1-day workshops provided throughout the school year, and the provision of curriculum materials for two units that explicitly focused on attention to students' home language and culture.
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From page 153... ...
. While recognizing the value in studying a diverse set of PD programs, Parkhouse, Lu, and Massaro also caution that absent some consistency, whether it be to a specific underlying theory of action of the PD, theory of teacher learning, PD design, or research methodology, it is difficult to discern critical features of designing and implementing effective PD in this crucial area.
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From page 154... ...
New forms of PD have emerged in recent years, prominently including online programs and platforms, as well as approaches such as Lesson Study that invite teachers to learn in and from their own practice. Research has yielded mixed evidence regarding the outcomes of PD with respect to gains in teacher knowledge, classroom practice, and student outcomes.
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. High-Quality Professional Development for Teachers: Supporting Teacher Training to Improve Student Learning.
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From page 156... ...
. Using lesson study to develop a shared professional teaching knowledge culture among 4th grade social studies teachers.
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. What is the nature of knowledge development in lesson study?
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. Scaffolded lesson study: Promoting professional teaching knowledge for problem-based historical Inquiry.
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