Sue Bluestein – Science/Mathematics Specialist Anne Kennedy – Director, Science/Mathematics Education Science and Mathematics Education Resource Center A Partnership of Educational Service District 112, WSU Vancouver and SW Washington Schools Developing and Sustaining Secondary Science and Mathematics Professional Learning Communities (6-12)

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Background on PRiSSM Partnership for Reform in Secondary Science and Mathematics –A 3 year project ( ) –Funded through DOE - Title II Math/Science Partnership –Awarded by the Office of the Superintendent of Public Instruction –Thanks to the teachers and administrators in Evergreen (Clark Cty), Goldendale, Kalama, Klickitat, North Thurston, and Washougal school districts –Partners include ESD 112, ESD 114, WSU Vancouver

Research There is only a sparse empirical database to inform teacher educators who make use of collaborative PD frameworks (Boroko, 2004; Wilson & Berne, 1999; Wilson, Floden, & Ferrini-Mudy, 2001) The emerging evidence does suggest that these initiatives can lead to effective, long- term teacher development (Grossman, Wineburg & Woolworth, 2001; Little, 2003; Palinscar et al., 1998)

Research Importance of engaging teachers in discourse communities or communities of practice that –are situated in teachers’ context –increase capacity by increasing knowledge skills and competencies; and the collective effectiveness of group –support dialogic inquiry –deprivatize practice

Today’s Presentation Explore how professional learning communities can support professional development for teachers of mathematics and science –Getting it started What is a PLC? What can I do with my staff tomorrow? –Doing the right work Is the focus on learners and learning, teachers and teaching, and/or the nature of science and mathematics? –Keeping the momentum What structures and processes facilitate PLC work? What is the collaborative inquiry cycle and how is it used?

Getting Started What is a Professional Learning Community?

Text Based Protocol 1.Form groups of 3-4. Assign a time keeper and a facilitator. 2.Follow directions from Text Based Protocol: The Adaptive School, Chapter 3.

PLC’s (DuFour & Eaker, 1998) Shared mission, vision, and valuesvision Collective inquiry with joint planning and coordinated actioninquiry Collaborative teamCollaborative Action orientation and experimentation Continuous improvement Results orientationorientation

PRiSSM PLC’s Teacher initiated inquiry that supports existing school improvement efforts Focus is on high quality teaching and learning in mathematics and science PLC work is complimented by coursework and study in areas of need identified by individuals and/or districts

What can I do with my staff tomorrow? Practice using protocols –Looking at student work –Reading protocol –Peer observation, student observation – Build school culture –Trust building activities –Shared leadership (rotate meeting roles) –Norms of collaboration

Developing Collaborative Groups How are norms currently established with your staff? –Turn to your elbow partner and share your experiences The Adaptive School: A Sourcebook for Developing Collaborative Groups Garmston & Wellman (1999) –Review 7 Norms of Collaborative work

Doing the Right Work

Keeping the Momentum Collaborative Inquiry Cycle process Necessary support structures

Collaborative Inquiry Cycle

Develop a vision for teaching & learning

Formulate inquiry question

How can we use WASL data/scores to improve student learning in science? Will an increased command of mathematical & scientific language increase student achievement? How can we construct learning activities that develop students conceptual understanding and communication?

Develop a vision for teaching & learning Formulate inquiry question Compare current practice to vision

Develop a vision for teaching & learning Formulate inquiry question Compare current practice to vision Study strate- gies to adopt

Develop a vision for teaching & learning Formulate inquiry question Compare current practice to vision Study strate- gies to adopt Develop consen- sus for adoption

Develop a vision for teaching & learning Formulate inquiry question Compare current practice to vision Study strate- gies to adopt Develop consen- sus for adoption Devise implementation plan

Develop a vision for teaching & learning Formulate inquiry question Compare current practice to vision Study strate- gies to adopt Develop consen- sus for adoption Devise implementation plan Develop plan to monitor implementation

Develop a vision for teaching & learning Formulate inquiry question Compare current practice to vision Study strate- gies to adopt Develop consen- sus for adoption Devise implementation plan Develop plan to monitor implementation Teach & collect data

Develop a vision for teaching & learning Formulate inquiry Question Compare current practice to vision Study strate- gies to adopt Develop consen- sus for adoption Devise implementation plan Develop plan to monitor implementation Teach & collect data Analyze data

Develop a vision for teaching & learning Formulate inquiry question Compare current practice to vision Study strate- gies to adopt Develop consen- sus for adoption Devise implementation plan Develop plan to monitor implementation Teach & collect data Analyze data Derive implications for changing practice

Time Minimum 3 year plan and regular meetings Coordination with existing initiatives Norms Meeting protocols Facilitation Develop a vision for teaching & learning Formulate inquiry question Compare current practice to vision Study strate- gies to adopt Develop consen- sus for adoption Devise implementation plan Develop plan to monitor implementation Teach & collect data Analyze data Derive implications for changing practice