Welcome
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
It’s About Time
Agenda
• Background
• The SITTE model





What we did
What we found
How we did it
What we learned
How you can do it
Background
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 reexamine 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 reexamine 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 reexamine 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.
What We Did
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 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
What We Found
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
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?
100
• 90Test scores improved
80– Significant improvement in MDTP
70
– Small gains in District Quarterly Assessment
60
• 50Grades improved
40– Pass rate increased (60.4%)
30– Perceptions of teachers improved
• 20In-class performance and dispositions improved
10
0– Greater participation and higher engagement
Fail
D
C
B perseverance
A
– Increased
sense
of efficacy
and
Spring 2004
Inter-session 2003/2004
ITT Algebra 1A
What We Found
How did the ITT professional development
experience affect student achievement?
•
•
•
Test scores improved
Spring 2004
– Significant improvement
in MDTP
25%
– Small gains in District Quarterly Assessment
Grades improved
– Pass rate increased (60.4%)
– Perceptions of teachers improved
75%
In-class
performance and dispositions improved
Fail and
Pass
– Greater participation
higher engagement
– Increased sense of efficacy and perseverance
What We Found
How did the ITT professional development
experience affect student achievement?
•
•
•
Test scores improved
Inter-session
– Significant
improvement '03/'04
in MDTP
– Small gains in District Quarterly Assessment
39%
Grades improved
– Pass rate increased (60.4%)
– Perceptions of teachers improved
61%performance and dispositions improved
In-class
Fail and
Pass
– Greater participation
higher engagement
– Increased sense of efficacy and perseverance
What We Found
How did the ITT professional development
experience affect student achievement?
•
•
•
Test scores improved
Algebrain1A
– SignificantITT
improvement
MDTP
– Small gains in District Quarterly Assessment
40%
Grades improved
– Pass rate increased (60.4%)
– Perceptions of teachers improved 60%
In-class performance and dispositions improved
Fail and
Pass
– Greater participation
higher engagement
– Increased sense of efficacy and perseverance
What We Found
How did the ITT professional development
experience affect student achievement?
•
Test scores
improvedof
Comparison
ofPass
Pass Rates
Rates
Comparison
– Significant improvement in MDTP
– Small gains in District Quarterly Assessment
• ITTGrades
improved
Algebra 1A
– Pass rate increased (60.4%)
Inter-session
– Perceptions of teachers improved
'03/'04
• In-class
performance and dispositions improved
–SpringGreater
participation and higher engagement
2004
– Increased sense of efficacy and perseverance
0
10
20
30
40
50
60
What We Found
•
How did the SITTE professional
development experience affect student
achievement?
Comparison of Pass/Fail Rates
Test scores improved
– Significant improvement in MDTP
– 2006
Small gains in District Quarterly
PassAssessment
SITTE
• Grades
Inter-session
2005 improved
– Pass rate increased (60.4%)
– 2006
Perceptions of teachers improved
SITTE
Inter-session
2005 performance and dispositions improved
• In-class
Fail
– Greater participation and higher engagement
– Increased sense of efficacy and perseverance
How We Did It
Discussion
• What are some ways that schools can
foster teacher learning?
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
How We Did It
PD
Deficit “Empty Vessel” Model
How We Did It
Student
Learning
Focus on student learning to foster teacher
learning
How We Did It
Professional Development as a Lever
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
Cover-Up Equations
2x + 1
10 –
=7
3
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 opportunities 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 opportunities 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 opportunities 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 opportunities for teacher collaboration by trusting
teachers to find solutions to their students’
learning needs.
Professional development must empower
teachers to construct their own learning.
How You Can Do It
Discussion
• What elements of this model did you
like?
• What elements have we not
considered?
• What would it take to make this work in
your school?
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
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
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
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
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
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
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
Implications
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
Summary
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.
Thank You
It’s About Time: A Model for
Transformative Professional
Development
Ivan Cheng icheng@csun.edu
www.csun.edu/~icheng
Joe Morgan joemorgan@earthlink.net
National Council of Supervisors of Mathematics
April 24, 2006