Waddle Kam3application

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  • Waddle Kam3application

    1. 1. No Child Left Behind & Professional Development Prepared by Ann Waddle May 2007
    2. 2. Resources <ul><li>Information about NCLB is from documents available on-line (May 2007) unless otherwise noted on the slide. A complete list of resources is available at the end of the presentation. </li></ul>
    3. 3. NCLB-systemic reform <ul><li>Include stakeholders </li></ul><ul><li>Set goals </li></ul><ul><li>Design and implement </li></ul><ul><li>Review and revise </li></ul>
    4. 4. <ul><li>All staff is trained to meet individual needs of all students , but particularly the lowest achieving students of any program that is included in the schoolwide program. </li></ul>All means all!
    5. 5. Table Talk <ul><li>Take a few minutes to discuss with the others at your table the staff in your school responsible for working with the lowest achieving students. </li></ul><ul><li>What training does this segment of your staff have? </li></ul><ul><li>What professional development is provided for this staff? </li></ul>
    6. 6. Professional Development <ul><li>High-quality </li></ul><ul><li>On-going </li></ul><ul><li>Across grade levels </li></ul><ul><li>Teacher-generated </li></ul><ul><li>Aligned with schoolwide program goals </li></ul><ul><li>Research-based </li></ul>
    7. 7. <ul><li>The Role of Mentoring in Promoting Use of Research-based practices in Reading </li></ul><ul><li>Comparing Four Literacy Reform Models in High Poverty Schools </li></ul><ul><li>Teacher Quality and Students Placed At Risk </li></ul><ul><li>Accountability by Design in Literacy Professional Development </li></ul>Who knew!
    8. 8. Reflection <ul><li>Now take a few minutes to reflect on the professional development your school offers staff members who work with the lowest achieving students. </li></ul><ul><li>Does the PD meet these criteria? </li></ul><ul><li>High-quality </li></ul><ul><li>On-going </li></ul><ul><li>Across grade levels </li></ul><ul><li>Teacher-generated </li></ul><ul><li>Aligned with schoolwide program goals </li></ul><ul><li>Research-based </li></ul>
    9. 9. Research-based practices <ul><li>Experiment model </li></ul><ul><ul><li>Randomized </li></ul></ul><ul><ul><li>Controlled trial </li></ul></ul><ul><ul><li>Relevance to NCLB goals </li></ul></ul>
    10. 10. WWW.WHATWORKS.ED.GOV <ul><li>The US Dept. of Education has created a website that is a “Consumer Reports” for teachers. </li></ul><ul><li>Beginning Reading, </li></ul><ul><li>Elementary Math, </li></ul><ul><li>ELL, and </li></ul><ul><li>Early Childhood. </li></ul>
    11. 11. Scientifically-based RESEARCH <ul><li>Title II funds in the past have been used for disconnected, one-time workshops as well as for yearlong study groups focused on literacy. </li></ul><ul><li>Little research is available on the outcomes of these. </li></ul>
    12. 12. Highly-qualified Teachers <ul><li>Two conferences = doctoral degree </li></ul><ul><li>95% are highly qualified, but 25% are certified in content area. </li></ul>
    13. 13. Highly-qualified Teachers <ul><li>High poverty vs. low poverty </li></ul><ul><li>Urban vs. rural </li></ul><ul><li>New teachers </li></ul>
    14. 14. Subject-area knowledge <ul><li>Highly-qualified teachers with subject-area knowledge have a positive effect on student achievement. </li></ul><ul><li>New teachers have a negative effect. </li></ul>
    15. 15. New Teachers <ul><li>On the other hand, new elementary school teachers must pass a rigorous state test in all areas of the elementary school curriculum. As a practical matter, most states are already requiring new teachers, whether generalists or specialists, to pass a general test before they can obtain full state certification. </li></ul>
    16. 16. Table Talk <ul><li>Discuss with your colleagues how our state defines highly-qualified teacher criteria. </li></ul><ul><li>Are all members of your staff highly-qualified? Did they all meet the same standard? </li></ul><ul><li>How many new teachers are on your staff? </li></ul><ul><li>Do you have many doctoral degrees on your staff? Do you have many who have attended 2 conferences ? </li></ul><ul><li>Who are you recruiting? </li></ul>
    17. 17. NEXT STEPS… <ul><li>As you and your leadership team plan for professional development— </li></ul>
    18. 18. Research Based <ul><li>www.whatworks.ed.gov </li></ul>
    19. 19. Schoolwide Plan <ul><li>SIPS section 5 </li></ul>
    20. 20. On-going <ul><li>Follow-up </li></ul><ul><li>Regularly scheduled </li></ul><ul><li>Documentation </li></ul>
    21. 21. Teacher-generated <ul><li>Suggestion box </li></ul><ul><li>SIPS input </li></ul><ul><li>Grade-level… </li></ul><ul><li>vertical- </li></ul><ul><li>horizontal </li></ul>
    22. 22. Resources <ul><li>Theorists for systems model </li></ul><ul><li>Ludwig von Bertalanffy </li></ul><ul><li>Banathy </li></ul><ul><li>Laszlo </li></ul><ul><li>Fullan </li></ul><ul><li>Senge </li></ul><ul><li>Also, a handout is available with all resources listed! </li></ul>
    23. 23. Resources on professional development <ul><li>Anderson, B. T.; Brown, C. L.; Lopez-Ferrao, J. (2003) Systemic reform: Good educational practice with positive impacts and unresolved problems and issues . Review of Policy Research, 20 (4) , 617-627. </li></ul><ul><li>Birman, B. F. & Porter, A. C. (2002). Evaluating the effectiveness of education funding streams. Peabody Journal of Education, (77)4, 59-85. Retrieved April 12, 2007, from Academic Premier Search database. </li></ul><ul><li>Brownell, M. T., Adams, A., Sindelar, P. , Waldron, N., and Vanhover, S. (2006) Learning from Collaboration: The Role of Teacher Qualities. Exceptional Children , 72(2), 169-185. Retrieved April 14, 2007, from Academic Premier Search database. </li></ul><ul><li>Chard, D. (2004). Toward a science of professional development in early reading instruction. Exceptionality, 12(3), 175-191. Retrieved July 28, 2006, from Academic Premier Search database. </li></ul><ul><li>Dole, J. A., Liang, L. A., Watkins, N. M., & Wiggins, C. M. (2006). The state of reading professionals in the United States. Reading Teacher, 60(2), 194-199. </li></ul><ul><li>Gersti-Pepin, C. I. & Woodside-Jiron, H. (2005). Tensions between the “science” of reading and a “love of learning”: One high-poverty school’s struggle with NCLB. Equity & Excellence in Education, 38, 232-241. Retrieved April 14, 2007, from Academic Search Premier database. </li></ul><ul><li>Hirsh, S. (2005). Professional development and closing the achievement gap. Theory Into Practice, 44(1), 38-44. Retrieved July 17, 2006, from Academic Premier Search database. </li></ul><ul><li>Kinnucan-Welsch, K., Rosemary, C. A., & Grogan, P. R. (2006). Accountability by design in literacy professional development. The Reading Teacher, 59(5), 426-35. </li></ul><ul><li>Porter-Magee, K. (2004). Teacher quality, controversy, and NCLB. Clearing House, 78(1), 26-29. Retrieved April 10, 2007, from Academic Premier Search database. </li></ul><ul><li>Rhodes, C. S., Wolf, L. B., and Rhodes, G. J. (2005). “Professional Development Laboratory: Center for Literacy and Community Services”. Journal of Children and Poverty , 11(1), 77-85. </li></ul><ul><li>Shen, J., Mansberger, N. B., & Yang, H. (2004). Teacher quality and students placed at risk: Results from the Baccalaureate and Beyond Longitudinal Study 1993-97. Educational Horizons, 82(3), 226-235. Retrieved April 14, 2007, from Academic Search Premier database. </li></ul><ul><li>Thornton, B., Peltier, G., & Perreault, G. (2004). Systems thinking: A skill to improve student achievement. Clearing House, 77(5), 222-227. </li></ul><ul><li>Tivnan, T., & Hemphill, L. (2005). Comparing four literacy reform models in high-poverty schools: Patterns of first-grade achievement. The Elementary School Journal, 105(5), 419-441. Retrieved January 13, 2007, from Academic Search Premier database. </li></ul><ul><li>Tuerk, P. W. (2005). Research in the high-stakes era: Achievement, resources, and No Child Left Behind. Psychological Science, 16(6), 419-425. Retrieved April 14, 2007, from Academic Search Premier database. </li></ul><ul><li>United States Department of Education (March 2006). Designing schoolwide programs: Non-regulatory guidance. Retrieved May 11, 2007, from http://www.ed.gov/policy/elsec/guid/edpicks.jhtml?src=ln </li></ul><ul><li>Vaughn, S. & Coleman, M. (2004). The role of mentoring in promoting use of research-based practices in reading. Remedial and Special Education, 25(1), 25-38. Retrieved July 28, 2006, from Academic Search Premier database. </li></ul><ul><li>Walpole, S., Justice, L. M., & Invernizzi, M. A. (2004). Closing the gap between research and practice: Case study of school-wide literacy reform. Reading & Writing Quarterly, 20, 261-283. Retrieved on July 15, 2006, from Academic Premier Search. </li></ul>
    24. 24. Resources on background of NCLB and systems model of change <ul><li>Banathy, B. H. (1996) Designing social systems in a changing world. New York: Plenum Press. </li></ul><ul><li>Bertalanffy, L. von (1968) General system theory: Foundations, development, applications, (rev. ed) . New York: George Braziller. </li></ul><ul><li>Fullan, M. (2001). Leading in a culture of change. New York: Jossey-Bass. </li></ul><ul><li>Hoff, D. & Manzo, K. (2007) Bush claims about NCLB questioned. Education Week, 26(27) . Retrieved June 25, 2007 from Academic Search Premier database. </li></ul><ul><li>Laszlo, E. (1996) The systems view of the world: A holistic vision for our time. Cresskill, NJ: Hampton Press, Inc. </li></ul><ul><li>Senge, P. M. (2006) The fifth discipline: The art and practice of the learning organization. New York: Currency-Doubleday. </li></ul><ul><li>Sternberg, R. (1997, March). What does it mean to be smart? [Electronic version]. Educational Leadership , 54(6), 20-24. </li></ul><ul><li>United States Department of Education (March 2006). Designing schoolwide programs: Non-regulatory guidance. Retrieved March 10, 2007, from http://www.ed.gov/policy/elsec/guid/edpicks.jhtml?src=ln </li></ul><ul><li>United States Department of Education, (n.d.) A capsule view of the history of federal education legislation(pdf). Retrieved March 10, 2007, from http://www.ed.gov/policy/gen/leg/edpicks.jhtml?src=ln </li></ul><ul><li>Whitehouse, 2007. Building on results: A blueprint for strengthening NCLB . Retrieved March 17, 2007, from http://www.whitehouse.gov/stateoftheunion/2007/initiatives/education.html </li></ul>

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