STEM K-16 Learning Communities: Avenues for Success Nancy Vandergrift (UGA) & Sabrina Hessinger (AASU) October 2, 2009 STEM K-16 Learning Communities: Avenues for Success Nancy Vandergrift (UGA) & Sabrina Hessinger (AASU) October 2, 2009

Faculty participation in teacher preparation and in school improvement may include documented efforts in: Improving their own teaching so as to model effective teaching practices in courses taken by prospective teachers. Contributing scholarship that promotes and improves student learning and achievement in the schools and in the university. Collaborating with public schools to strengthen teaching quality and to increase student learning. Faculty Participation in the STEM Initiative

Participant Session Goals Sabrina Record

Outline for Presentation I. Sharing LC ideas & Set session goals II. STEM Professional Learning Communities Key Elements LC Examples III. Development of the Key Elements Refer back to participant ideas and discuss strategies IV. LC Outcomes V. Q&A VI. Resources

What is a Professional Learning Community? A Professional Learning Community (PLC) is a group of educators who work collaboratively over time for the purpose of learning how to improve their own instruction and increase student learning.

K-16 Learning Communities Key Elements

Key Elements of Successful LCs Supportive environment Conditions (Examples) Space, time, food, funding Administrative support (Examples) Work is valued Resources are shared, available Organizational support

Key Elements of Successful LCs Community among K-16 members includes… Comaraderie & collegiality Social interactions & enjoyment of one another’s company Sense of belonging to the group Trust, empathy, respect among members

Key Elements of Successful LCs Facilitative & shared leadership Well organized & demoncratic Agenda setting Task setting Meeting facilitation Shared vision & goals Goal setting Monitoring and assessing outcomes

Key Elements of Successful LCs Collaboration among K-16 members includes… Interdependence of members Mutual engagement in the work Shared responsibility for the work

Key Elements of Successful LCs Reflective and shared practice (Examples) Looking at student work Discussing classroom strategies Reflecting upon what works and what doesn’t work

K-16 Learning Communities K-16 LC Examples

Implementation Models among PRISM Learning Communities Regional - Topic Focused Ex. Northeast GA Chemistry LC Focus: Designing instruction to help students understand basic chemical concepts Membership: UGA CHEM faculty grad assistants HS CHEM teachers from 5 school districts Logistics: Meet once per month at UGA Chemistry Building Activities: Discuss critical issues in the teaching and learning of chemistry Share successes, challenges, content knowledge, and resources Attend professional learning together

Key Elements in the Model Ex. Northeast GA Chemistry LC Shared Leadership – Co-facilitated by a high school chemistry teacher and UGA chemistry professor Joint agenda-setting based on needs/interests Joint responsibility for leading discussions and sharing work Shared decision-making

Implementation Models among PRISM Learning Communities District Level – topic focused Ex. Glynn County ES Inquiry in Science LC Focus: Increasing the use of inquiry in 3 rd grade science Membership: CCGA BIOL faculty AASU CoE faculty AASU Elementary Education majors Glynn county ES teachers from 5 schools Logistics: Met half days on Saturdays, rotated locations Activities: Planned and implemented ES science units

Key Elements in the Model Ex. Glynn County ES Inquiry in Science LC Shared & reflective practice Analyzed test data to identify specific areas of need Shared existing unused resources at schools and in libraries Collaboratively developed a series of PD sessions Collaboratively created & implemented common units Observed implementation & assessed student impact

Implementation Models among PRISM Learning Communities Multi District – Course focused Ex. Northeast GA AP Calculus LC Focus: Improving Student Achievement on the College Board Exam Membership: A CoE Facilitator from UGA & former HS Calculus teacher Teachers teaching AP Calculus from across 12 school districts Higher education faculty from UGA Mathematics Department Logistics: Meets monthly on a weekday evening at a central location – Chamber of Commerce Activities: Team building Sharing lesson plans Discussing areas of weakness and increasing content knowledge Exchanging ideas and resources electronically between meetings

Key Elements in the Model Ex. Northeast GA AP Calculus LC Facilitative & shared leadership Shared practice Reflective practice Outcomes assessment

IMPLEMENTATION Getting Started & Developing the Key Elements Getting Started & Developing the Key Elements

So, you want to start a Professional Learning Community… Organize the community Contact the appropriate department at your nearby public school, and/or Send an invitation letter to teachers in your area Communicate with members and set the first meeting Set the agenda for the first meeting which should include developing team norms, determining meeting schedule, and setting goals for the community Set goals for your work Use student data to determine needs Survey each member for challenges and issues Go in with your eyes open – it’s hard work Celebrate your successes Getting Started

Going Deeper Analyze Data Review Student Work Share Best Practices Collaboratively Design Customized Professional Development Review Resources & Literature Engage in Professional Development Engage in Action Research

Facilitating K-16 Community & Collegiality Establish contributing roles for IHE & K-12 LC members Two directional sharing & learning is key Provide training for IHE and K-12 participants together Equal treatment from start is important Promote leadership which is shared by K-12 and IHE faculty Co-facilitated learning communities work Create avenues for collective learning Bring in experts where all LC participants will learn something new

Development of Key Elements Supportive environment Discussion of Participant PLC Ideas

Development of Key Elements Community among K-16 members Discussion of Participant PLC Ideas

Development of Key Elements Collaboration among K-16 members Discussion

Development of Key Elements Facilitative & shared leadership Discussion

Development of Key Elements Shared vision & goals Discussion

Key Elements of Successful PLCs Reflective and shared practice Discussion

K-16 Learning Communities Outcomes

Some PLC Outcomes Student Outcomes Student learning Student behaviors & performance Student attitudes Teacher Outcomes Teacher content knowledge Teacher classroom & professional practice Learning Community Outcomes

“I’ve taught for more than 23 years and I’ve been teaching AP Calculus for the last two years, and I don’t think I could have made it without the learning community.” “The learning community provides me a chance to hone my skills, and I really enjoy the camaraderie; for the most part, I haven’t had that. The knowledge of this group is powerful.” Northeast Georgia A.P. Calculus Learning Community

Impact on Higher Education faculty: “I was struck by teachers’ classroom management strategies. I’ve adopted several for my own classes.” “Working with K-12 teachers...it has us observing and thinking about teaching methods. More campus discussions are occurring about pedagogy.” “In this collaboration it allows both Higher Ed and K-12 faculty see how we are both parts of the same puzzle…”

Observed Impact on K-12 Teachers Indicators of effectiveness of learning communities Increased AP Exam scores Teachers report that they participate because: Feel less isolated Enjoy the company of the other LC members Gain something useful for their teaching at each meeting

Resources Hord, S.M. “Professional Learning Communities: What are they are they and why are they important?” Issues…about Change, 1997, 6(1), 1-8. Leo, Tara & Cowan, D’Ette. “Launching Professional Learning Communities: Beginning Actions.” Issues…about Change, 2000, 8(1), Murphey, Carlene U., Lick, Dale W. Whole Faculty Study Groups: Creating Professional Learning Communities that Target Student Learning, 3rd Ed. Corwin Press J. S. Kettlewell & R. J. Henry (Eds.) Increasing the Competitive Edge in Math & Science, R & L Education, Lanham, MD, 2009.

Acknowledgements Thanks to: The National Science Foundation under Grants No. EHR and No. DUE The University System of Georgia Board of Regents STEM Initiative