Teacher Learning and Experiencing the Effect of Reform Initiatives
Upcoming SlideShare
Loading in...5
×

Like this? Share it with your network

Share
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
  • excellent work is done. i really benefit for it
    Are you sure you want to
    Your message goes here
No Downloads

Views

Total Views
760
On Slideshare
741
From Embeds
19
Number of Embeds
2

Actions

Shares
Downloads
2
Comments
1
Likes
1

Embeds 19

http://www.alliancetheatre.org 12
http://alliancetheatre.org 7

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide
  • Carol Jones has spoken to you about the Context and Content of our Professional Learning Model. I want to share with you information and data supporting the rest of this model.
  • This suggests that the residency enactments were similar by the end of the sessions on the categories rated. The means were in the 4-5 point range, which represents the highest scores on the rating scale. Thus, we can assume that teachers were given opportunity to observe the modeled teaching artists enactments at a highly skilled level. Second, we can interpret student outcomes without concern for a teaching artist confound.
  • We will use this model to guide our research and evaluation of teacher learning and with a continued use of multiple measures we hope to move towards greater understanding of how teachers learn and how their learning impacts their students learning.

Transcript

  • 1. Teacher Learning and Experiencing the Effect of Reform Initiatives Jacquelyn T. Gray Rebecca Brooke Bays Georgia State University
  • 2. Teacher Learning - Professional Learning (PL) Model
    • PL is central to effecting positive student outcomes (Guskey, 2000).
    • PL then is central to true educational reform (Hogan, 2002; Levin, 2003; Turbill, 2002; Corno and Randi, 1999).
  • 3. Process for PL Developmental Teaching Artist Model - Coach Quality of PL Activities Incorporating Guskey Model Indicators Quality of Teacher Learning System, school, community, and families involvement Positive Student Outcomes Content of PL Context for Professional Learning (PL) Georgia Wolf Trap Visual Logic Model for Professional Learning (PL)
  • 4.
      • PL is most effective when teachers are taught as they would teach (Our workshops have teachers learn Wolf Trap strategies through activities using those very WT strategies.)
      • PL requires multiple opportunities to develop - learning occurs across time for all learners (Our teachers attend workshops during the summer and learn from expert Teaching Artists during their in school residencies)
      • Observational learning is crucial to PL ( Teaching Artists model the teaching process and collaborate with teachers)
    Process for PL Developmental Teaching Artist Model - Coach
  • 5.
    • Teachers’ reactions to PL (Workshop evaluations; Focus groups; Residency evaluations and descriptions of their own enactments)
    • Teachers’ Learning (Focus groups; pre-post residency observations; video recordings)
    • Organization support and change (School system level support and school level changes)
    • Teachers’ use of new knowledge and skills (Post observations and video recordings)
    • Student Learning outcomes (Multiple measures from research results)
    Guskey’s PL Model Indicators (And our measures)
  • 6. Quality of PL Activities Teachers’ and Teaching Artists’ evaluations of Professional Learning Activities Workshop Evaluation Surveys Wolf Trap in school Residency Surveys Video of Teaching Artists End of School Year Teacher Focus Groups
  • 7. Evaluation Results
    • Workshop Evaluation Surveys : On a 4 point scale the summer workshop overall rating was 3.8
    • Wolf Trap in school Residency Surveys : Teachers and Teaching Artists independently rated the residency. In general, paired t-tests revealed that teachers rated the experience higher than the teaching artists indicating that teaching artists used a higher standard. See Table 1.
  • 8.  
  • 9. Video of Teaching Artists : A rating scale was developed to assess the quality of the Teaching Artists who were working with our target teachers. Two coders independently rated a mid residency Session (Time 1) and a late residency session (Time 2). Reliability was 88.7% agreement. Table 2 indicates that the difference noted At the mid-point of the residencies was not apparent by the latter part of the residencies. Table 2: Means and Standard Deviations for Wolf Trap Teaching Artists Residency Enactment Ratings 4.82 (.39) 4.47 (.51) * Teaching Artist B *p<.002 5.00 (.00) 4.94 (.24) Teaching Artist A Time 2 Time 1
  • 10. Teacher Focus Group results
    • Transcriptions of the audio tapes for the teachers focus groups (N = 4 with a total of 20 teachers) revealed extremely positive comments
    • for student outcomes,
    • curriculum materials,
    • and professional learning opportunities.
  • 11. Student outcome summary comments
    • increase in vocabulary
    • details in their drawings
    • stories increased
    • and their writing improved
    • understood beginning, middle, and end for stories
    • comprehension improved
    • they got into character and understood audience skills
    • and they loved it, were creative, even children who were typically quiet participated!
  • 12.
    • These comments are notable because they correspond to actual student outcomes that teachers were unaware of and we are seeing very similar responses from our second set of Focus Group transcriptions now being coded.
    • Professional Learning comments:
      • “ You can go through a lot of training but if you actually see it being done then it just gives you more ideas and different ways to do it.”
      • “ Seeing the process and how involved students were, how they were learning in an active way, and seeing multiple intelligences recognized in the process.”
      • Teachers recognized the difference between the project’s PL and their more typical experiences. They were all in agreement that learning a new teaching approach from observation of an expert model was a far superior method for their own learning and teaching.
  • 13.
    • Indicators of learning and emerging adaptive expertise
      • Classroom observations
      • Focus Group Discussion
      • Third year teacher videos
    Quality of Teacher Learning
  • 14. Teacher Learning Outcomes
    • Teachers talked about their learning WT strategies and using them during our Focus Group Sessions
    • Pre and Post residency observations revealed teacher learning and use of many of the WT strategies
    • Preliminary analyses of videos of 3rd year teachers document teachers enactments using multiple WT strategies
    • These three data sources converge as reliable descriptions of teacher learning from multiple measures
  • 15. Video Cases - Continuing and future research on teacher learning
    • We are in the process of developing a reliable coding scheme to describe teachers’ use of WT strategies and any adaptations or creative extensions of the WT approach that would suggest emerging “adaptive expertise”.
    • We already have evidence they are embracing and using the WT strategies but we want to follow-up with research that will allow us to document adaptive expertise or teacher appropriation of the methods long after the residency has ended.
  • 16. System, school, community, and families involvement This is one area we would suggest needs to be evaluated for assessing the impact of our reform efforts as Guskey notes (2000). However, until funding agencies begin to value the importance of allowing fiscal support to do so, this area may continue to be under estimated in impact. We can say we have anecdotal evidence that school level support has been vital to our work and that has been initiated by our partner at the school system level.
  • 17. Positive Student Outcomes Our colleagues, Ann Kruger, Audrey Ambrosino, and Lynda Kapsch present in this symposium reporting positive student outcomes in cognitive and social areas. It is our goal to ultimately analyze the PL factors that could help us account for the variance we see in student outcomes.
  • 18. Process for PL Developmental Teaching Artist Model - Coach Quality of PL Activities Incorporating Guskey Model Indicators Quality of Teacher Learning System, school, community, and families involvement Positive Student Outcomes Content of PL Context for Professional Learning (PL) Georgia Wolf Trap Visual Logic Model for Professional Learning (PL)