It’s About Time: A Model for Transformative Professional Development Presented by Ivan Cheng and Mary Olson National Council of Supervisors of Mathematics April 24, 2006 Welcome

Agenda Background The SITTE model  What we did  What we found  How we did it  What we learned  How you can do it It’s About Time

What Teachers Need “To improve their mathematics instruction, teachers must be able to analyze what they and their students are doing and consider how those actions are affecting students’ learning.” NCTM Principles and Standards, p. 18 Background

What Teachers Experience “The environments in which most teachers work have been structured in ways that actually work against the kind of sustained collaboration that we have suggested is needed for significant and steady improvement.” Stigler and Hiebert (1999), p. 172 Background

Problem Algebra success rate in high schools is low using traditional teaching practices. Teachers need time to reflect on their practices and rehearse new strategies. Current structure of schools do not give teachers the time they need to re- examine their teaching practices. Background

Problem Algebra success rate in high schools is low using traditional teaching practices. Teachers need time to reflect on their practices and rehearse new strategies. Current structure of schools do not give teachers the time they need to re- examine their teaching practices. Background

Problem Algebra success rate in high schools is low using traditional teaching practices. Teachers need time to reflect on their practices and rehearse new strategies. Current structure of schools do not give teachers the time they need to re- examine their teaching practices. Background

Old Approach “Fix” the teachers to improve student achievement. Focus on student learning to foster teacher learning. Background

New Approach “Fix” the teachers to improve student achievement. Focus on student learning to foster teacher learning. Background

New Approach Pilot project conducted in 2004 as the Inter-session Teaching and Training (ITT) project Student Improvement Through Teacher Empowerment (SITTE) project in 2006 What We Did

What We Found How did ITT affect what teachers know about what their students know or don’t know? Teachers increased their awareness of student thinking: – Acquaintance with alternative solutions – Watchfulness of student misconceptions – Attentiveness to student attitudes – Responsiveness to student reasoning – Expectation of trajectories in student thinking Teachers increased the application of their knowledge of student thinking: – Guiding principles for lesson design

How did the ITT professional development experience affect teacher beliefs and practices? Teachers increased their flexibility and resourcefulness – Departing from the textbook – Designing lessons based on student learning needs Teachers increased in their sense of efficacy and confidence to find instructional solutions – Attitudes about students – Attitudes about self Teachers increased their interdependence and teamwork – During ITT – After ITT What We Found

How did the ITT professional development experience affect student achievement? Test scores improved – Significant improvement in MDTP – Small gains in District Quarterly Assessment Grades improved – Pass rate increased (60.4%) – Perceptions of teachers improved In-class performance and dispositions improved – Greater participation and higher engagement – Increased sense of efficacy and perseverance What We Found

How did the ITT professional development experience affect student achievement? Test scores improved – Significant improvement in MDTP – Small gains in District Quarterly Assessment Grades improved – Pass rate increased (60.4%) – Perceptions of teachers improved In-class performance and dispositions improved – Greater participation and higher engagement – Increased sense of efficacy and perseverance What We Found

How did the ITT professional development experience affect student achievement? Test scores improved – Significant improvement in MDTP – Small gains in District Quarterly Assessment Grades improved – Pass rate increased (60.4%) – Perceptions of teachers improved In-class performance and dispositions improved – Greater participation and higher engagement – Increased sense of efficacy and perseverance What We Found

How did the ITT professional development experience affect student achievement? Test scores improved – Significant improvement in MDTP – Small gains in District Quarterly Assessment Grades improved – Pass rate increased (60.4%) – Perceptions of teachers improved In-class performance and dispositions improved – Greater participation and higher engagement – Increased sense of efficacy and perseverance What We Found

How did the ITT professional development experience affect student achievement? Test scores improved – Significant improvement in MDTP – Small gains in District Quarterly Assessment Grades improved – Pass rate increased (60.4%) – Perceptions of teachers improved In-class performance and dispositions improved – Greater participation and higher engagement – Increased sense of efficacy and perseverance What We Found

How did the ITT professional development experience affect student achievement? Test scores improved – Significant improvement in MDTP – Small gains in District Quarterly Assessment Grades improved – Pass rate increased (60.4%) – Perceptions of teachers improved In-class performance and dispositions improved – Greater participation and higher engagement – Increased sense of efficacy and perseverance What We Found Comparison of Pass Rates

How did the SITTE professional development experience affect student achievement? Test scores improved – Significant improvement in MDTP – Small gains in District Quarterly Assessment Grades improved – Pass rate increased (60.4%) – Perceptions of teachers improved In-class performance and dispositions improved – Greater participation and higher engagement – Increased sense of efficacy and perseverance What We Found Comparison of Pass/Fail Rates SITTE 2006 Inter-session 2005 SITTE 2006 Inter-session 2005 Pass Fail

Discussion What are some ways that schools can foster teacher learning? What are some ways that schools can foster teacher learning How We Did It

Ways to Foster Teacher Learning  Groups of teachers looking at discussing student work  Videotape colleagues and serve as critical friends  Collaboration built into teachers’ schedule  Analyze common assessments  Doing Lesson Study with teachers  Common lesson planning  Summer academies, sharing lesson plans  Saturday math content sessions  Math coaches work with teachers (cognitive/content coaching)  Work on mathematics together  National Board certification

Deficit “Empty Vessel” Model PD How We Did It

Focus on student learning to foster teacher learning Student Learning How We Did It

Professional Development as a Lever Knowledge Student Learning & Achievement How We Did It

Method Professional development aligned with district instructional guidance systems Professional development situated in the context of actual classroom teaching Daily collaborative lesson planning Reflecting and refining lessons based on ongoing recognition of student thinking How We Did It

Method Professional development aligned with district instructional guidance systems Professional development situated in the context of actual classroom teaching Daily collaborative lesson planning Reflecting and refining lessons based on ongoing recognition of student thinking How We Did It

Method Professional development aligned with district instructional guidance systems Professional development situated in the context of actual classroom teaching Daily collaborative lesson planning Reflecting and refining lessons based on ongoing recognition of student thinking How We Did It

Method Professional development aligned with district instructional guidance systems Professional development situated in the context of actual classroom teaching Daily collaborative lesson planning Reflecting and refining lessons based on ongoing recognition of student thinking How We Did It

Activity “Scrambled Numbers” Cover-Up Equations Fraction Boxes How We Did It

10 – = 7 2x How We Did It Cover-Up Equations

What We Learned Students need opportunities to learn in new ways and to engage in mathematical tasks that promote mathematical understanding. Teachers need practice in finding solutions to their students’ learning needs and in implementing good teaching practices. Leaders need to create and support oppor- tunities for teacher collaboration by trusting teachers to find solutions to their students’ learning needs. Professional development must empower teachers to construct their own learning.

What We Learned Students need opportunities to learn in new ways and to engage in mathematical tasks that promote mathematical understanding. Teachers need practice in finding solutions to their students’ learning needs and in implementing good teaching practices. Leaders need to create and support oppor- tunities for teacher collaboration by trusting teachers to find solutions to their students’ learning needs. Professional development must empower teachers to construct their own learning.

What We Learned Students need opportunities to learn in new ways and to engage in mathematical tasks that promote mathematical understanding. Teachers need practice in finding solutions to their students’ learning needs and in implementing good teaching practices. Leaders need to create and support oppor- tunities for teacher collaboration by trusting teachers to find solutions to their students’ learning needs. Professional development must empower teachers to construct their own learning.

What We Learned Students need opportunities to learn in new ways and to engage in mathematical tasks that promote mathematical understanding. Teachers need practice in finding solutions to their students’ learning needs and in implementing good teaching practices. Leaders need to create and support oppor- tunities for teacher collaboration by trusting teachers to find solutions to their students’ learning needs. Professional development must empower teachers to construct their own learning.

Discussion What elements of this model did you like? What elements of this model did you like What elements have we not considered? What elements have we not considered What would it take to make this work in your school? What would it take to make this work in your school How You Can Do It

What Elements Did You Like?  Intellectual work of teachers built into the day  Focused on student learning rather than fix the teacher  Reflective practice which is generative  Kids experience success  Gave teachers alternate methods for teaching  Everyone was trying the same thing

What Have We Not Considered?  Teachers are not at a level to understand math, not content strong and hold on to textbook as security blanket  Ongoing support through the year  Progression within algebra, range of strategies that students can choose, so that students end up with a toolbox  How do you get all the teachers to buy in?  Push teachers beyond the idea that “kids are broken”  Retention of algebra students who have been through the program

What Would It Take to Work?  Need collaboration time  Teacher commitment  Administrative commitment  Permission to not use the textbook  Give teachers time to let it evolve  Data that it works long -term  Quality facilitator

1. Understand local context and teacher needs 2. Use teacher knowledge to build new knowledge 3. Focus on student improvement rather than teacher development 4. Provide tools and resources 5. Focus on what works, but ask tough questions 6. Create the environment that promotes engagement through empowerment How You Can Do It

1. Understand local context and teacher needs 2. Use teacher knowledge to build new knowledge 3. Focus on student improvement rather than teacher development 4. Provide tools and resources 5. Focus on what works, but ask tough questions 6. Create the environment that promotes engagement through empowerment How You Can Do It

1. Understand local context and teacher needs 2. Use teacher knowledge to build new knowledge 3. Focus on student improvement rather than teacher development 4. Provide tools and resources 5. Focus on what works, but ask tough questions 6. Create the environment that promotes engagement through empowerment How You Can Do It

1. Understand local context and teacher needs 2. Use teacher knowledge to build new knowledge 3. Focus on student improvement rather than teacher development 4. Provide tools and resources 5. Focus on what works, but ask tough questions 6. Create the environment that promotes engagement through empowerment How You Can Do It

1. Understand local context and teacher needs 2. Use teacher knowledge to build new knowledge 3. Focus on student improvement rather than teacher development 4. Provide tools and resources 5. Focus on what works, but ask tough questions 6. Create the environment that promotes engagement through empowerment How You Can Do It

1. Understand local context and teacher needs 2. Use teacher knowledge to build new knowledge 3. Focus on student improvement rather than teacher development 4. Provide tools and resources 5. Focus on what works, but ask tough questions 6. Create the environment that promotes engagement through empowerment How You Can Do It

The Challenge for Leaders Leadership needs to shift “from one of bureaucratic authority, where change is led by telling and selling, to a leadership style of protecting commitment to shared values determined by teachers engaged in a collaborative and co-creative process.” Kanold (2006), p. 32 Implications

It’s Done For Teachers, Not To Teachers Professional development must be focused on what teachers want to help them improve student learning. It Takes Teamwork Professional development requires a collaborative effort for teachers to find what works for them where they’re at. It’s About Time Inter-session (or summer school) provides the place and time where teachers can work as a team to find solutions to their own professional needs. Summary

Thank You It’s About Time: A Model for Transformative Professional Development Ivan Cheng Joe Morgan National Council of Supervisors of Mathematics April 24, 2006