Transforming Professional Learning to Support Great Teaching Presented at: 2014 Conference on Teaching: Supporting Great Teaching Presented by: Stephanie Hirsh, Ph.D. Executive Director Learning Forward Chicago, IL November 2014 1 www.learningforward.org
Learning Forward is an international membership association of educators focused on increasing student achievement through effective professional learning. 2 www.learningforward.org
Protocol #1: Great Teaching in Action What did you see that you appreciated in this video? What does this video have to do with this session? https://www.teachingchannel.org/videos/12th-grade-text-analysis-lesson 7 www.learningforward.org
Protocol #1: Great Teaching in Action 7 www.learningforward.org
Protocol #1: Great Teaching in Action What did you see that you appreciated in this video? What does this video have to do with this session? https://www.teachingchannel.org/videos/12th-grade-text-analysis-lesson 7 www.learningforward.org
Transformed Student Learning Transformed Classroom Instruction Transformed Professional Learning 12 www.learningforward.org
Protocol #2: Examining Assumptions Professional learning is essential to improving performance of educators. Strongly Disagree Strongly Agree 1 2 3 4 5 Professional learning is the key strategy for closing achievement gaps among students. Strongly Disagree Strongly Agree 1 2 3 4 5 Effective professional learning fosters collective responsibility for the success of all students. Strongly Disagree Strongly Agree 1 2 3 4 5 8 www.learningforward.org
Protocol #2: Examining Assumptions The most powerful professional learning occurs among teachers in learning teams committed to continuous improvement. Strongly Disagree Strongly Agree 1 2 3 4 5 Professional learning is key to ensuring that all – not just some – students experience great teaching everyday. Strongly Disagree Strongly Agree 1 2 3 4 5 9 www.learningforward.org
Professional Learning Matters • Professional learning is essential to improving the performance of educators. • Professional learning is the key strategy for closing achievement gaps among students. • Effective professional learning fosters collective responsibility for the success of all students. 10 www.learningforward.org
Professional Learning Matters • The most powerful professional learning occurs among teachers in learning teams committed to continuous improvement. • Professional learning is key to ensuring that all – not just some – students experience great teaching everyday. 11 www.learningforward.org
Protocol #3: Professional Learning in Action What did you see that you appreciated in this video? How does this demonstration align to your vision of effective professional learning? Ford Middle School Allen, TX 15 www.learningforward.org
Protocol #3: Professional Learning in Action 15 www.learningforward.org
Protocol #3: Professional Learning in Action What did you see that you appreciated in this video? How does this demonstration align to your vision of effective professional learning? Ford Middle School Allen, TX 15 www.learningforward.org
Implementation Learning Learning Designs Communities Resources Leadership Outcomes Data Standards for Professional Learning
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Protocol #4: Transforming Professional Learning Less More Individual learning Driven by educator preference Focused on generic instruction Large group, formal, one-size-fits all to build awareness 22 www.learningforward.org
Protocol #4: Transforming Professional Learning Less More Occasional episodic, “adult pull out” programming Measuring satisfaction Counting hours for credit Low expectations for application of new learning 23 www.learningforward.org
Protocol #4: Transforming Professional Learning Less More Individual learning Collaborative learning Driven by educator preference Focused on generic instruction Large group, formal, one-size-fits all to build awareness 24 www.learningforward.org
Protocol #4: Transforming Professional Learning Less More Individual learning Collaborative learning Driven by educator Driven by student, educator, preference and system data Focused on generic instruction Large group, formal, one-size-fits all to build awareness 24 www.learningforward.org
Protocol #4: Transforming Professional Learning Less More Individual learning Collaborative learning Driven by educator Driven by student, educator, preference and system data Focused on generic Focused on content depth and instruction content-specific instruction Large group, formal, one-size-fits all to build awareness 24 www.learningforward.org
Protocol #4: Transforming Professional Learning Less More Individual learning Collaborative learning Driven by educator Driven by student, educator, preference and system data Focused on generic Focused on content depth and instruction content-specific instruction Large group, formal, Informal learning to develop, one-size-fits all to build refine, and expand practice awareness 24 www.learningforward.org
Protocol #4: Transforming Professional Learning Less More Occasional episodic, “adult Cycle of continuous pull out” programming improvement Measuring satisfaction Counting hours for credit Low expectations for application of new learning 25 www.learningforward.org
Protocol #4: Transforming Professional Learning Less More Occasional episodic, “adult Cycle of continuous pull out” programming improvement Measuring satisfaction Measuring change Counting hours for credit Low expectations for application of new learning 25 www.learningforward.org
Protocol #4: Transforming Professional Learning Less More Occasional episodic, “adult Cycle of continuous pull out” programming improvement Measuring satisfaction Measuring change Counting hours for credit Awarding credit for documenting impact Low expectations for application of new learning 25 www.learningforward.org
Protocol #4: Transforming Professional Learning Less More Occasional episodic, “adult Cycle of continuous pull out” programming improvement Measuring satisfaction Measuring change Counting hours for credit Awarding credit for documenting impact Low expectations for High expectations for application of new learning application coupled with coaching and other support 25 www.learningforward.org
What can you do? • Support comprehensive systems that are grounded in Standards and assess for impact. • Encourage innovative schedules, school structures, and roles that allow teachers more time to learn from one another and collaborate. • Invite accomplished teachers to share ideas and perspectives on professional learning. 26 www.learningforward.org
What the best and wisest parent wants for his own child, that must be what the community wants for all its children. -John Dewey 27 www.learningforward.org
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What will you do? Next actions Remaining questions Commitment 29 www.learningforward.org
“The quality of our nation’s teacher corps will largely determine the success or failure of our public education systems and affect the future of our democracy for years to come. If we really want to continue to improve student achievement we have no choice but to improve teaching.” Vartan Gregorian President Carnegie Corporation of New York Milgrom-Elcott, Talia . The Elusive Talent Strategy: An Excellent Teacher for Every Student in Every School, Carnegie Corporation of New York, Winter 2011 4 www.learningforward.org
The Complexity of Teaching “After 30 years of doing such work, I have concluded that classroom teaching is perhaps the most complex, most challenging, and most demanding, subtle, nuanced, and frightening activity our species has ever invented…. the only time a physician could possibly encounter a situation of comparable complexity would be in the emergency room of a hospital during or after a natural disaster.” Lee S. Shulman, The Wisdom of Practice: Essays on Teaching, Learning, and Learning to Teach , Jossey-Bass , 2004. 5 www.learningforward.org
Questions 30 www.learningforward.org
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