Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad

Transcription

1 National Staff Development Council Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad Nikole Richardson School Redesign Network Stanford University MSP Program 2009 Regional Conference April 27 - April 29, 2009 San Francisco, California

2 The School Redesign Network Mission: To build, capture and share research-based knowledge to transform secondary schools and school systems. To help support and sustain equitable schools and districts that are intellectually rigorous, high performing, and designed to help all students master the knowledge and skills needed for success in college, career and citizenship.

3 Ten Features of Successful Schools: * Personalization * Continuous Relationships * High Standards and Performance-Based Assessment * Authentic Curriculum * Adaptive Pedagogy * Multicultural and Anti-Racist Teaching * Knowledgeable and Skilled Teachers * Collaborative Planning and Professional Development * Family and Community Connections * Democratic Decision-making

4 Ten Challenges: * Knowledge about school design * Management of change * Community engagement * Instructional quality * Professional learning * Leadership development * Accountability, autonomy, and choice * Staffing and budget * Collective bargaining * Sustainability

5 National Staff Development Council NSDC Purpose: Every educator engages in effective professional learning every day so every student achieves.

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8 National Staff Development Council Effective Professional Learning: Results-driven Standards-based Job-embedded

9 National Staff Development Council Results-Driven: What are students expected to know and be able to do? What must educators know and be able to do to ensure student success? What professional development must be offered to enable educators to develop the knowledge and skills needed to produce the results they want for students?

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11 National Staff Development Council State Adopted NSDC Standards STATE ADOPTIONS Adapted NSDC Standards Referenced NSDC Standards Alabama! (2002) Alaska guideline matrix (1996) references NSDC standards Arizona! (2007) Arkansas! (2005) California Colorado California Teachers Association adopted 2008! - local districts use Own Standards NSDC standards Connecticut! - guidelines (1999) Delaware! (2008) No Standards Florida! ( ) Georgia! (2007) Hawaii! (2005) Idaho! Illinois! Rubirc (2008)! Indiana! (2007) Iowa! (2006) Kansas! (2008) Kentucky! (2005) Louisiana! (2000) Maine! (2002) Maryland! (2007) Massachusetts! (2001) Michigan! (2003) Minnesota! (2005) Mississippi! (2007) Missouri! (2006) Montana! Nebraska! Nevada! New Hampshire! (2005) New Jersey! (2007) New Mexico! (2004) New York! (2009) North Carolina! (2006) North Dakota! ( ) Ohio! (2005) Oklahoma! (2007)!! Updated January 2009

12 National Staff Development Council State Adopted NSDC Standards STATE ADOPTIONS Adapted NSDC Standards Oregon! (2008) Pennsylvania! (1999) Rhode Island! South Carolina! (2000) South Dakota Tennessee! (2002) Texas Referenced NSDC Standards! - no formal documentation of adoption but uses NSDC standards! Local districts use NSDC Standards Own Standards No Standards Utah! (2005) Vermont! (2004) Virginia! (2000) Washington! (2005) West Virginia! (2003) Wisconsin! Wyoming! (2003) TOTAL !

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14 National Staff Development Council NSDC Definition of Professional Development: Proposal to amend: Elementary and Secondary Education Act of 1965 (ESEA). Title IX. Section 9101(34). SB 1979 (2008) State and Local Adoptions Professional Organizations

15 National Staff Development Council NSDC Definition of Professional Development: Comprehensive, Sustained and Intensive Collective Responsibility Alignment with Standards

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17 National Staff Development Council NSDC Definition of Professional Development: Learning Teams Dedicated Time Continuous Cycle of Improvement External Assistance Providers

18 National Staff Development Council Job-Embedded Learning At school everyone s job is to learn.

19 Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad

20 A Status Report on Teacher Development in the United States and Abroad Authored by: Linda Darling-Hammond, Ruth Chung Wei, Alethea Andree, Nikole Richardson, Stelios Orphanos, The School Redesign Network at Stanford University Sponsored by: NSDC Funded by: Bill and Melinda Gates Foundation MetLife Foundation The Wallace Foundation

21 What Matters for Effective Professional Development Content of Learning Design of Learning Context for Learning

22 What Matters for Effective Professional Development Content of Learning Focused on specific curriculum content Organized around real problems of practice Connected to teachers work with children Linked to analysis of teaching and student learning

23 What Matters for Effective Professional Development Design of Learning Intensive, sustained and continuous over time Supported by coaching, modeling, observation, and feedback

24 Research Findings Substantial contact hours of PD (ranging from hours in total) spread over 6 to 12 months showed a positive and significant effect on student achievement gains. (p.9) Darling Hammond, D., Wei, R.C., Andree, A., Richardson, N., Orphanos, S. (2008). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Oxford, OH: NSDC.

25 Research Findings Intensive PD efforts that offered an average of 49 hours in a year boosted student achievement by approximately 21 percentile points. (p. 9) Darling Hammond, D., Wei, R.C., Andree, A., Richardson, N., Orphanos, S. (2008). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Oxford, OH: NSDC.

26 What Matters for Effective Professional Development Those who can, do. Those who understand, teach. - Lee Shulman Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15 (8), 4-14.

27 Context of Learning What Matters for Effective Professional Development Connected to teachers collaborative work in professional learning communities Integrated into school and classroom planning around curriculum, instruction, and assessment

28 Research Findings A five-year study of 1,500 schools that had active PLC found - A drop in student absenteeism and drop out rates - A shared sense of intellectual purpose and a sense of collective responsibility for student learning were associated with a narrowing of achievement gaps in math and science among low- and middle-income students Darling Hammond, D., Wei, R.C., Andree, A., Richardson, N., Orphanos, S. (2008). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Oxford, OH: NSDC.

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31 Promising Practices Mentoring and Induction programs for new teachers may support teacher effectiveness Darling Hammond, D., Wei, R.C., Andree, A., Richardson, N., Orphanos, S. (2008). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Oxford, OH: NSDC.

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33 Promising Practices School-based coaching may enhance professional learning - Studies have found that teachers who receive coaching are more likely to enact the desired teaching practices and apply them more appropriately than are teachers who received more traditional PD Darling Hammond, D., Wei, R.C., Andree, A., Richardson, N., Orphanos, S. (2008). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Oxford, OH: NSDC.

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35 Professional Development Vision and Definition Strengths! Challenges! Opportunities!

36 Teacher Development Abroad U.S was compared to the industrial nations that are members of the Organisation for Economic Co-operation and Development (OECD)

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38 Teacher Development Abroad

39 Teacher Development Abroad Four advantages found: 1. Ample time for PD structured into teachers work lives - Planning is more collegial - Learning is ongoing and sustained and teachers can focus on issues or problems over time

40 Teacher Development Abroad Ample time for PD structured into teachers work lives (continued) - Teachers devote non-classroom time to plan and learn together, and to develop high-quality curriculum and instruction - Their learning is built into their schedules so it is ongoing and sustained and can focus on particular issues or problems

41 Teacher Development in the United States Number of Hours Teachers Spent in Instruction Annually US Average 1080 OECD Average, Primary Schools 803 OECD Average, Secondary Schools 664 Soucrce: OECD, Education at a Glance,

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43 Teacher Development Abroad 2. Beginning Teachers receive extensive mentoring and induction supports 3. Teachers are widely encouraged to participate in school decision making

44 Teacher Development Abroad 4. Governments provide significant levels of support for additional professional development - The Netherlands, Singapore, and Sweden require at least 100 hours of PD per year, in addition to regularly scheduled time for common planning and other forms of teacher collaboration

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46 Teacher Development in the United States Data used in this study National Center for Education Statistics Schools and Staffing Survey (SASS) - 130,000 public and private school teachers across all 50 states

47 National Staff Development Council Teacher Development in the United States Data used in this study The NSDC Standard Assessment Inventory (SAI) This measures teachers perceptions regarding their PD as compared to NSDC standards - 150,000 teachers in 5,400 schools

48 National Staff Development Council Teacher Development in the U.S. Learning Communities 9. The teachers in my school meet as a whole staff to discuss ways to improve teaching and learning. 29. We observe each other s classroom instruction as one way to improve our teaching. 32. Beginning teachers have opportunities to work with more experienced teachers at our schools. 34. We receive feedback from our colleagues about classroom practice. 56. Teachers examine student work with each other.

49 Teacher Development in the United States TOPICS OF PD % AGE OF TEACHERS % AGE WITH MORE THAN 16 HOURS ON THE TOPIC % AGE WHO RATED TRAINING ON THIS TOPIC USEFUL OR VERY USEFUL The content of the subject(s) they teach Use of computers for instruction Reading instructions Student discipline & management in the classroom

50 Teacher Development in the United States Effective professional development is better understood but still relatively rare in the U.S. Most teachers (>90%) participate in 1 to 2 day workshops and conferences. Fewer than half are involved in collaborative research (40%), mentoring or coaching (46%), or observations of other schools (22%).

51 Teacher Development in the United States Much professional development focuses on content, but not with much depth. Nationally, about 83 percent of teachers engaged in learning opportunities focused on the academic content that they taught. However, most received fewer than two days (16 hrs.) of professional development. Only 23 percent had received more than 32 hours of professional development. The frequency and duration of professional development was even less in other areas.

52 Teacher Development in the United States Beginning teachers increasingly experience induction programs but all programs are not comprehensive. 68% of those with <5 years of experience participated in induction in 2004 as compared to 56% a decade earlier. However, fewer than half of these teachers have an in-class mentor in their same field or the opportunity for common planning.

53 None of us is as smart as all of us. -Phil Condit

54 Teacher Development in the United States Teachers report little engagement in collaborative planning and learning. Most report having some scheduled time for collaboration. Only 17% of U.S. teachers report a great deal of cooperative effort among staff members, and only 14% are involved in coordinating course content.

55 Teacher Development in the United States Teachers opportunities for sharing practice have not increased. Between 2000 and 2004 there were declines in the proportions of teachers reporting they had opportunities for: -- Regularly scheduled collaboration -- Collaborative research on teaching -- Observations of teaching in other schools

56 report on Teacher Development in the United States and Abroad Conclusion The U.S. lags in providing teachers time and chances to work together on issues of instruction, to collectively guide curriculum, assessment, and professional learning decisions

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58 report on Teacher Development in the United States and Abroad And finally.... It is time for our education workforce to engage in learning the way other professionals do--- continually, collaboratively, and on the job to address common problems and crucial challenges when they work Foreword Gov. James B. Hunt

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60 report on Teacher Development in the United States and Abroad Phase 2 Future Area of Study Examine policies and contexts that support implementation of more effective professional learning tied to student learning in states and school systems

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62 report on Teacher Development in the United States and Abroad Phase 3 Future Area of Study Degree to which educators experience PD linked to improved professional practice and student learning, along with state-bystate comparison data

63 Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad Nikole Richardson School Redesign Network SRN LEADS Stanford University 505 Lasuen Mall Stanford, CA Phone: Fax: srnleads-info@stanford.edu nikoler@stanford.edu MSP Program 2009 Regional Conference April 28 - April 29, 2009 San Francisco, California