1. 1 Studying Teacher Professional Development: Challenges and Possible Solutions Rossella Santagata Assistant Professor, University of California, Irvine Research Scientist, LessonLab Research Institute, Santa Monica, CA

2. 2 Overview of Presentation Background: TIMSS video research and implications for PD PD Program under study Research Study: questions, sample and design Key measures Challenges and some possible solutions

3. 3 Study Background and Goals Builds on key findings of TIMSS 1999 Video Study. Aims at helping 6 th -grade mathematics teachers to maintain the cognitive level of rich mathematics problems. Key topic areas: fractions, ratio/proportion, and variables/expressions

4. 4 PD Program Can we get teachers to effectively engage students in thinking about math concepts? Three video-based modules, each focusing on: Mathematics content knowledge Analysis of videotaped lessons (strategies for maintaining problems’ richness and student lens) Teaching of videotaped lesson Sharing meetings Total of 45 face-to-face hours –7 pull-out days (42 hours) distributed during the year –3 sharing meetings (3 hours)

5. 5 Research Questions Does the PD program impact teacher knowledge? Does the PD program impact teaching practices? Does the PD program impact student learning?

6. 6 Sample Predominantly low-income district in Los Angeles 5 Title-1 middle schools All 6 th -grade teachers (=71); PD program made mandatory by the district All 6 th -grade students (approx 4400 in 137 classes) Student population: 73.6% Latino and 25.9% African American; 40% are English learners 6.2% of students are mathematics proficient (as measured by state tests in 2004)

7. 7 Design Year 1 Random assignment within schools and tracks: Treatment and no- treatment group Year 2 All teachers participated in PD program (1 year vs 2 years of PD)

8. 8 Key Measures - Teachers Content and pedagogical content knowledge – Multiple-choice survey: Items from Study of Instructional Improvement (Ball & Hill, University of Michigan); California Professional Development Institutes (MPDI - UC office of the president); and developed in-house – Administered at 3 points in time; 2 equivalent forms Video Analysis Assessment Administered prior and at the end of Year 2 Compliance Ratings

9. 9 Key Measures – Teaching Practices Videotapes of lessons including a rich problem – 3 points in time Fieldnotes from classroom observations

10. 10 Key Measures - Students State standardized tests Subset of district quarterly assessment items targeting key content areas In-house student performance assessment items

11. 11 Challenges and Possible Solutions Challenges to Experimental Design –Students are moved from one class to another on the basis of their performance on English language proficiency test Challenges to program success –Role of math coaches –Contrasting messages on focus of instruction  Build infrastructure at the school level

12. 12 Challenges to validity of measures –Content and PCK survey is time consuming and exposes teachers’ lack of knowledge  Video-based, embedded measures of teacher knowledge Teacher Compliance –6/28 teachers in Year 1 and 5/38 teachers in Year 2 were rated as fully compliant  Design PD programs that build on teachers’ perceived needs

13. 13 Conclusions Conducting experimental research in schools (particularly in disadvantaged schools) is time consuming and difficult Underprivileged schools need our attention Partnerships between researchers and schools are extremely valuable