1. Collaborating for Student Success Using Collaborative Inquiry with Student Teachers to Support Teacher Professional Development Sponsored by Teachers for a New Era AACTE ~ San Diego ~ 2/26/11 Ivan Cheng icheng@csun.edu

2. Collaborating for Student Success The Problem Algebra success rate is low in the district Algebra success rate is low in the district Only 6% of 828 Algebra 1 students at one high school scored “Proficient” or above in on the California Standards Test (CST) Only 6% of 828 Algebra 1 students at one high school scored “Proficient” or above in on the California Standards Test (CST) Two thirds of those who fail Algebra in 8th or 9th grade fail to graduate on time Two thirds of those who fail Algebra in 8th or 9th grade fail to graduate on time Algebra success rate is low in the district Algebra success rate is low in the district Only 6% of 828 Algebra 1 students at one high school scored “Proficient” or above in on the California Standards Test (CST) Only 6% of 828 Algebra 1 students at one high school scored “Proficient” or above in on the California Standards Test (CST) Two thirds of those who fail Algebra in 8th or 9th grade fail to graduate on time Two thirds of those who fail Algebra in 8th or 9th grade fail to graduate on time

3. Collaborating for Student Success “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 The Solution

4. Collaborating for Student Success The Solution ”Teachers learn well just as students do – by studying, doing, and reflecting; by collaborating with other teachers; by looking closely at students and their work; and by sharing what they see.” Darling-Hammond (1999), p. 12 by collaborating with other teachers

5. Collaborating for Student Success Theoretical Framework Learning environment is needed to support generative change (Darling-Hammond, et al. 2009; Ball, 2002; Swafford, et al. 1999; Chapin, 1994; Little, 1993; Lave & Wenger, 1991) Learning environment is needed to support generative change (Darling-Hammond, et al. 2009; Ball, 2002; Swafford, et al. 1999; Chapin, 1994; Little, 1993; Lave & Wenger, 1991) Practical inquiry around student thinking similar to CGI (Carpenter, et al. 2000; Franke, et al. 2001; Carpenter, et al., 1999) Practical inquiry around student thinking similar to CGI (Carpenter, et al. 2000; Franke, et al. 2001; Carpenter, et al., 1999) Learning environment is needed to support generative change (Darling-Hammond, et al. 2009; Ball, 2002; Swafford, et al. 1999; Chapin, 1994; Little, 1993; Lave & Wenger, 1991) Learning environment is needed to support generative change (Darling-Hammond, et al. 2009; Ball, 2002; Swafford, et al. 1999; Chapin, 1994; Little, 1993; Lave & Wenger, 1991) Practical inquiry around student thinking similar to CGI (Carpenter, et al. 2000; Franke, et al. 2001; Carpenter, et al., 1999) Practical inquiry around student thinking similar to CGI (Carpenter, et al. 2000; Franke, et al. 2001; Carpenter, et al., 1999)

6. Collaborating for Student Success Theory of Change Traditional Model ProfessionalDevelopmentTeacherLearningStudentAchievement

7. Collaborating for Student Success Theory of Change Student Centered Model CollaborativeInquiryStudentAchievement

8. Collaborating for Student Success Theory of Change Student Centered Model CollaborativeInquiryStudentAchievement DesigningLessons

9. Collaborating for Student Success Theory of Change CollaborativeInquiryStudentAchievementTeacherLearning ProfessionalDevelopment Student Centered Model DesigningLessons

10. Collaborating for Student Success Student Improvement Through Teacher Empowerment (SITTE) Student Improvement Through Teacher Empowerment (SITTE) Utilize teachers’ classrooms as “laboratories” for daily practical inquiry Utilize teachers’ classrooms as “laboratories” for daily practical inquiry Collaborative inquiry based on the Cognitively Guided Instruction (CGI) model Collaborative inquiry based on the Cognitively Guided Instruction (CGI) model The Responsive Teaching Cycle (RTC) The Responsive Teaching Cycle (RTC) Student Improvement Through Teacher Empowerment (SITTE) Student Improvement Through Teacher Empowerment (SITTE) Utilize teachers’ classrooms as “laboratories” for daily practical inquiry Utilize teachers’ classrooms as “laboratories” for daily practical inquiry Collaborative inquiry based on the Cognitively Guided Instruction (CGI) model Collaborative inquiry based on the Cognitively Guided Instruction (CGI) model The Responsive Teaching Cycle (RTC) The Responsive Teaching Cycle (RTC) The Intervention (SITTE)

11. Collaborating for Student Success Responsive Teaching Cycle (RTC) Daily collaboration around evidence of student learning Daily collaboration around evidence of student learning Focus on getting through to students rather than getting through a book Focus on getting through to students rather than getting through a book Daily collaboration around evidence of student learning Daily collaboration around evidence of student learning Focus on getting through to students rather than getting through a book Focus on getting through to students rather than getting through a book Explore EstablishExperiment Examine Student Learning

12. Collaborating for Student Success Participants 4 Cooperating Teachers (9 sections of Algebra 1, almost all with past failure in math) 4 Cooperating Teachers (9 sections of Algebra 1, almost all with past failure in math) 5 Student Teachers/4 Student Teachers (theater arts, food science, political science, engineering, math) 5 Student Teachers/4 Student Teachers (theater arts, food science, political science, engineering, math)Participants 4 Cooperating Teachers (9 sections of Algebra 1, almost all with past failure in math) 4 Cooperating Teachers (9 sections of Algebra 1, almost all with past failure in math) 5 Student Teachers/4 Student Teachers (theater arts, food science, political science, engineering, math) 5 Student Teachers/4 Student Teachers (theater arts, food science, political science, engineering, math) The Study

13. Collaborating for Student Success Research questions Impact on teachers’ decisions & practice Impact on teachers’ decisions & practice Impact on students’ performance Impact on students’ performanceData Lesson activities (Hiebert et al., 2003) Lesson activities (Hiebert et al., 2003) Online reflections & emails Online reflections & emails Meeting notes Meeting notes Research questions Impact on teachers’ decisions & practice Impact on teachers’ decisions & practice Impact on students’ performance Impact on students’ performanceData Lesson activities (Hiebert et al., 2003) Lesson activities (Hiebert et al., 2003) Online reflections & emails Online reflections & emails Meeting notes Meeting notes The Study

14. Collaborating for Student Success Four tasks: Planning, Instructing, Assessing, Reflecting (+ attention to Academic Language) Four tasks: Planning, Instructing, Assessing, Reflecting (+ attention to Academic Language) Similar to National Board process Similar to National Board process Artifacts and commentaries, including video of teaching Artifacts and commentaries, including video of teaching Valid and reliable assessment; scorers calibrated Valid and reliable assessment; scorers calibrated Four tasks: Planning, Instructing, Assessing, Reflecting (+ attention to Academic Language) Four tasks: Planning, Instructing, Assessing, Reflecting (+ attention to Academic Language) Similar to National Board process Similar to National Board process Artifacts and commentaries, including video of teaching Artifacts and commentaries, including video of teaching Valid and reliable assessment; scorers calibrated Valid and reliable assessment; scorers calibrated The PACT Framework Planning

15. Collaborating for Student Success Balanced focus: Connections between procedures, concepts, reasoning Balanced focus: Connections between procedures, concepts, reasoning Access to content: Sequencing of tasks, structured supports for learning Access to content: Sequencing of tasks, structured supports for learning Meaningful assessments: Aligned with opportunities to engage in mathematics; rich problems to elicit levels of understanding Meaningful assessments: Aligned with opportunities to engage in mathematics; rich problems to elicit levels of understanding Balanced focus: Connections between procedures, concepts, reasoning Balanced focus: Connections between procedures, concepts, reasoning Access to content: Sequencing of tasks, structured supports for learning Access to content: Sequencing of tasks, structured supports for learning Meaningful assessments: Aligned with opportunities to engage in mathematics; rich problems to elicit levels of understanding Meaningful assessments: Aligned with opportunities to engage in mathematics; rich problems to elicit levels of understanding The Planning Task

16. Collaborating for Student Success Basic skills developed in context, not in isolation Basic skills developed in context, not in isolation Multiple representations used to provide meaningful connections Multiple representations used to provide meaningful connections Critical thinking promoted through patterns and explorations Critical thinking promoted through patterns and explorations Focused on teaching tools instead of teaching topics Focused on teaching tools instead of teaching topics Basic skills developed in context, not in isolation Basic skills developed in context, not in isolation Multiple representations used to provide meaningful connections Multiple representations used to provide meaningful connections Critical thinking promoted through patterns and explorations Critical thinking promoted through patterns and explorations Focused on teaching tools instead of teaching topics Focused on teaching tools instead of teaching topics Impact on Teachers

17. Collaborating for Student Success Impact on Teachers

18. Collaborating for Student Success Noe wants to get an A in his Algebra 1 class. He has decided that the first thing he needs to do to get an A in his math class is to attend class every day. Each day that Noe comes to class he earns 5 points. 1. Answer the questions below: a. a.If Noe comes to class for 2 days, how many points does he have? b. b.If Noe comes to class for 8 days, how many points does he have? c. c.If Noe comes to class for 12 days, how many points does he have? d. d.If Noe comes to class for 15 days, how many points does he have? e. e.If Noe comes to class for 18 days, how many points does he have? 2. Describe what you did to get your answers for a–e. 3. Complete the table below: 4. Choose a letter to represent the number of days that Noe attends school. Use that letter to write an expression that represents the number of points that Noe earns when he attends class. 5. Draw a graph on the back. 6. If Noe went to school for 132 days, how many points will he earn? 7. If Noe earned 55 points, how many days did he attend class? Noe wants to get an A in his Algebra 1 class. He has decided that the first thing he needs to do to get an A in his math class is to attend class every day. Each day that Noe comes to class he earns 5 points. 1. Answer the questions below: a. a.If Noe comes to class for 2 days, how many points does he have? b. b.If Noe comes to class for 8 days, how many points does he have? c. c.If Noe comes to class for 12 days, how many points does he have? d. d.If Noe comes to class for 15 days, how many points does he have? e. e.If Noe comes to class for 18 days, how many points does he have? 2. Describe what you did to get your answers for a–e. 3. Complete the table below: 4. Choose a letter to represent the number of days that Noe attends school. Use that letter to write an expression that represents the number of points that Noe earns when he attends class. 5. Draw a graph on the back. 6. If Noe went to school for 132 days, how many points will he earn? 7. If Noe earned 55 points, how many days did he attend class? Impact on Teachers

19. Collaborating for Student Success The installation cost and monthly monitoring fee of a security system are listed below for two companies. Ace Systems charges $327 for installation and $204 per month for monitoring the system. Zero Entry charges $535 for installation and $188 per month for monitoring the system. Write a variable expression for the total cost of a security system installed and monitored by Ace Systems. Write a variable expression for the total cost of a security system installed and monitored by Zero Entry. Define the variable. Mrs. Clark will sign a contract to have a security system installed and monitored for 12 months. Calculate the total cost each company will charge for this service. Show all your work. If Mrs. Clark signs a contract to have a security system installed and monitored for 18 months, which company has a lower total cost? Provide an explanation or show all your work. The installation cost and monthly monitoring fee of a security system are listed below for two companies. Ace Systems charges $327 for installation and $204 per month for monitoring the system. Zero Entry charges $535 for installation and $188 per month for monitoring the system. Write a variable expression for the total cost of a security system installed and monitored by Ace Systems. Write a variable expression for the total cost of a security system installed and monitored by Zero Entry. Define the variable. Mrs. Clark will sign a contract to have a security system installed and monitored for 12 months. Calculate the total cost each company will charge for this service. Show all your work. If Mrs. Clark signs a contract to have a security system installed and monitored for 18 months, which company has a lower total cost? Provide an explanation or show all your work. Impact on Students

20. Collaborating for Student Success Overall (% Correct)Mult. Choice (# Correct) Impact on Students (District Periodic Assessment)

21. Collaborating for Student Success Overall (% Correct)Mult. Choice (# Correct)Constructed Resp. (4 Max.) Impact on Students (District Periodic Assessment)

22. Collaborating for Student Success Impact on Students (CA Standards Test-Algebra)

23. Collaborating for Student Success Impact on Students (CA Standards Test-Algebra)

24. Collaborating for Student Success Impact on Students (CA Standards Test-Algebra)

25. Collaborating for Student Success Teachers were not randomly selected (though the students were) Teachers were not randomly selected (though the students were) The role of the facilitator was not examined The role of the facilitator was not examined Constructed response items were scored by the teachers themselves (as a team) Constructed response items were scored by the teachers themselves (as a team) Mathematics learning of teachers, MKT, and tacit beliefs were not assessed Mathematics learning of teachers, MKT, and tacit beliefs were not assessed Teachers were not randomly selected (though the students were) Teachers were not randomly selected (though the students were) The role of the facilitator was not examined The role of the facilitator was not examined Constructed response items were scored by the teachers themselves (as a team) Constructed response items were scored by the teachers themselves (as a team) Mathematics learning of teachers, MKT, and tacit beliefs were not assessed Mathematics learning of teachers, MKT, and tacit beliefs were not assessed Limitations

26. Collaborating for Student Success Student teachers can gain experience enacting the practices that are promoted in their pre-service courses Student teachers can gain experience enacting the practices that are promoted in their pre-service courses Teacher learning can occur when educational settings are structured to focus on student learning Teacher learning can occur when educational settings are structured to focus on student learning Pupils benefit significantly from the collaboration of their teachers Pupils benefit significantly from the collaboration of their teachers Student teachers can gain experience enacting the practices that are promoted in their pre-service courses Student teachers can gain experience enacting the practices that are promoted in their pre-service courses Teacher learning can occur when educational settings are structured to focus on student learning Teacher learning can occur when educational settings are structured to focus on student learning Pupils benefit significantly from the collaboration of their teachers Pupils benefit significantly from the collaboration of their teachers Implications

27. Collaborating for Student Success Thank You AACTE Conference San Diego ~ 2/26/11 Ivan Cheng icheng@csun.edu

28. Collaborating for Student Success