Professional Learning: Practice and Impact Convened by Learning Forward September 27, 2018 Dirksen Senate Office Bldg. Washington, DC
Melinda George Director of Policy and Partnerships Learning Forward 2 www.learningforward.org
Agenda Time Presenter Activity 12:05–12:10 p.m. Melinda George, Welcome Director, Policy & Partnerships, Learning Forward 12:10–12:15 p.m. Heather Harding Introduction Director, Policy and Public Understanding, Charles and Lynn Schusterman Family Foundation 12:15–12:30 p.m. Stephanie Hirsh Keynote Executive Director, Learning Forward 12:30–12:35 p.m. Alan Ingram Opening remarks President, Learning Forward Board of Trustees 12:35–1:25 p.m. Panel: Panel discussion • Paul Fleming, Assistant Commissioner, Teachers and • Leaders Division, Tennessee Department of Education • Chad Sutton, Assistant Superintendent for Academic Services & School Accountability, North Kansas City Schools, Missouri • Pat Jones, Instructional Coach, Woodland Primary, Woodland Public Schools, Woodland, Washington 1:25–1:30 p.m. Melinda George Closing remarks 3 www.learningforward.org
Tweeting today? Please tag @learningforward & use #TitleIIA 4 www.learningforward.org
Heather Harding Charles and Lynn Schusterman Family Foundation 5 www.learningforward.org
Stephanie Hirsh Learning Forward 6 www.learningforward.org
Our vision and mission Vision Equity and excellence in teaching and learning Mission Learning Forward builds the capacity of leaders to establish and sustain highly effective professional learning 7 www.learningforward.org
Standards for Professional Learning Implementation Learning Learning Designs Communities Resources Leadership Outcomes Data 8 www.learningforward.org
E very “The term ‘professional S tudent development’ means S uceeds activities that – A ct are sustained (not stand-alone, Definition 1-day, or short term workshops), intensive, collaborative, job-embedded, data-driven, and classroom-focused ” www.learningforward.org 9
Professional learning is shifting From… To… PD driven by PD choices informed by data educator preference One-day workshops Ongoing, collaborative learning applicable to immediate classroom challenges Training without follow-up Sustained learning and application of learning with coaching , mentoring and team support No accountability Increased focus on measures, impact for outcomes and teacher and student outcomes www.learningforward.org 10
The evidence: Coaching A recent meta analysis of research found that: • Across 43 studies, researchers found that coaching had a positive effect on instructional practice – resulting in as much of a difference as there is between novice and veteran teachers. • In addition, teacher coaching had an independent, positive effect on student achievement, as indicated by performance on standardized tests. Kraft MA, Blazar D, Hogan D. The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence <https://scholar.harvard.edu/mkraft/publications/effect-teacher-coaching-instruction-and- achievement-meta-analysis-causal>. Review of Educational Research [Internet]. 2018;88 (4) :547-588. 11 www.learningforward.org
The evidence: Collaborative learning structures • Multiple researchers have documented that teachers who collaborate in PLCs to continuously improve their practice and their students’ learning experiences have a measurable positive impact in schools. • In one study – a two-year investigation of 1,014 fourth- and fifth-grade teachers that looked at changes in student math scores, researchers found that when teachers worked with high-ability teachers in purposeful, content-focused interactions, instruction improved, student scores improved and teacher performance improved. Ronfeldt, M., S. Farmer, K. McQueen, and J. Grissom. (2015). Teacher collaboration in instructional teams and student achievement. American Educational Research Journal 52(3), 475–514. Saunders, W.M., Goldenberg, C.N. & Gallimore, R. (2009). Increasing achievement by focusing grade-level teams on improving classroom learning: A prospective, quasi-experimental study of Title I schools. American Educational Research Journal, 46 (4), 1006-1033. Leana, C.R. (2011, Fall). The missing link in school reform. Stanford Social Innovation Review, 30-35. 12 www.learningforward.org
The evidence: Instructional materials • Researchers from the Center for Education Professional learning Policy Research at Harvard estimated that that supports the in 4 th - and 5 th -grade math, switching to a implementation of the top ranked textbook would translate to curriculum increases student achievement gains of 3.6 the effectiveness of percentile points – larger than the the curriculum*: improvement of a typical teacher’s effectiveness in their first three years on the job when they are learning to teach. (Kane, 2016). Steiner, D. et al, Do Curricular Choices Matter? A Working Paper for the Knowledge Matters Campaign, a project of StandardsWork, Inc, 2017 Kane, T. J., Owens, A. M., Marinell, W. H., Thal, D. R., & Staiger, D. O. (2016). Teaching higher: Educators’ perspectives on Common Core implementation. Center for Education Policy Research. *Jackson, C. K., & Makarin, A. (2016). Simplifying Teaching: A Field Experiment with Online" Off-the-Shelf" Lessons. National Bureau of Economic Research. 13 www.learningforward.org
The evidence: Leadership • More than a decade of research from The Wallace Foundation documents that the quality of school leadership is second only to the quality of classroom instruction in school-based factors impacting student learning. • A 2017 study on principal professional learning highlighted effective examples of sustained and tailored learning for leaders that had positive impacts on student outcomes and teacher turnover. Leithwood, K., Seashore, K., Anderson, S. Wahlstrom, K. (2004). Review of Research: How Leadership Influences Student Learning Center for Applied Research and Educational Improvement (University of Minnesota, Center for Applied Research and Educational Improvement) Rowland, C. (2017). Principal professional development: New opportunities for a renewed state focus . Washington, DC: Education Policy Center, American Institutes for Research. 14 www.learningforward.org
Evidence from the experts. . . 15 www.learningforward.org
Alan Ingram President Learning Forward 16 www.learningforward.org
Panel discussion Paul Fleming Chad Sutton Pat Jones Assistant Assistant Instructional Coach Commissioner Superintendent for Woodland Primary Teachers and Academic Services & Woodland, Leaders Division School Accountability, Washington Tennessee Dept. North Kansas Schools of Education Missouri 17 www.learningforward.org
Questions 18 www.learningforward.org
Thank you! 19 www.learningforward.org
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