Supported by the National Science Foundation under Grant No. EHR-0315060

1. Learning Community Forum Where are we headed and why? Supported by the National Science Foundation under Grant No. EHR-0315060

2. 4 Guiding Questions • What have we learned and why? • How does all that fit in with the idea of professional learning communities? • How can our learning communities focus on improving instruction? • How can we learn more through our K12- Higher education partnership?

3. Today • Teacher Leader Development • Science Content Knowledge • Instructional Strategies • Leadership Practices • Professional Learning Community Development • Data Driven Planning • Building PLC’s

4. Process • Rationale: What does research support? • Response: What strategies did NCOSP apply? • Evidence: What does the data say? • Personal Connection: How does that fit with my personal reflections?

5. Science Content Knowledge • Why does science content knowledge matter? Research

6. Science Content Knowledge “It is a truism that teachers must know the content that they are to teach.” Taking Science to School, NRC, 2006 Research

7. Science Content Knowledge Research “Teacher knowledge influences instructional practice and, in particular, classroom discourse – an integral component of science learning environments – is sensitive to teachers’ knowledge of science.” Taking Science to School, NRC, 2006

8. Science Content Knowledge Research "Teachers who know the content and how the content builds from understanding of many topics are better able to diagnose and address confusions. They know the next best question to ask when students are engaged in inquiry." Keeley, P. Corwin, 2005

9. Science Content Knowledge Research “Higher levels of teacher subject matter knowledge contribute to higher student achievement.” Taking Science to School, NRC, 2006

10. Science Content Knowledge Research “Teachers need opportunities to be involved in sustained learning, through teaching that models the methods that they are being urged to adopt.” How People Learn, NRC,1999

11. Science Content Knowledge Strategies Summer Academy Content Immersions

12. TLs’ Science Content Knowledge Data * Denotes statistically significant increase from pre-test to post-test at p < 0.05 ** Denotes statistically significant increase from pre-test to one-year follow-up at p <0.05

13. Science Content Knowledge Reflection 1) Describe an example from one of the Summer Academies where you distinctly remember “learning” a new science concept. 2) Describe an example of where the content knowledge examined during one of the Summer Academies contributed to your teaching. 3) What strategies do you use to develop your content knowledge outside of formal courses and workshops?

14. Instruction Research • What strategies support student learning?

15. Instruction Research “A critical feature of effective teaching is that it elicits from student their preexisting understanding of the subject matter and provides opportunities to build on – or challenge – the initial understanding.” How People Learn, NRC, 1999

16. Instruction Research “Effective instruction helps students develop both a deep knowledge base and a conceptual framework for that knowledge.” How People Learn, NRC, 1999

17. Instruction Research “Integration of metacognitive instruction with discipline-based learning can enhance student achievement and develop in students the ability to learn independently.” How People Learn, NRC, 1999

18. Instruction Strategies • Modeling the incorporation of the three key findings from “How People Learn” in immersion experiences • Debriefing the use of those strategies • Whiteboarding, questioning strategies, inquiry boards, science notebooks, formative assessments, etc.

19. TLs’ Instructional Strategies and Metacognitive Skills Data

20. Impact of NCOSP PD on TLs’ Classroom Practices N Response 2004 SA Impact Survey 61 41% 2005 SA Impact Survey 88 52% • 98% reported “positive lasting effects” • 87% and 89% felt “more confident teaching science” Data

21. Impact of NCOSP PD on TLs’ Classroom Practices Data By the spring of 2005… • 84% had been working to identify students’ preconceptions and address students’ misconceptions in their classrooms • 72% of teachers increased discussion and dialogue through questioning strategies to help reveal students’ thinking “I experienced first-hand the difficulty of overcoming the misconceptions of oneself and others, and really appreciate the need to draw them out before trying to teach new content.” –Teacher Leader

22. Impact of NCOSP PD on TLs’ Classroom Practices Specific Instructional Strategies • Whiteboarding • Notebooking “Science notebooking has made a world of difference in my ability to assess their prior knowledge, their current understanding and to integrate literacy and math instruction.” –Teacher Leader Data

23. Instruction Reflection 1) Describe how the recommendations from How People Learn influenced your thinking about teaching and learning? 2) Describe a specific instructional strategy you have incorporated into your teaching as a consequence of participating in NCOSP and how that practice has helped you address the recommendations from How People Learn.

24. It’s Lunchtime! Lunch will be served in VU 565 We’ll start again at 1:00

25. Do you....... ........facilitate others • doing lesson study • Curriculum Topic Study (CTS) • Looking at Student Work (LASW) • writing assessments • implementing kits • such as your building team • such as your district team • in a regional, state, or national group • by arranging extracurricular science such as a science fair/club or off-site field studies ...?

26. Do you....... ........make presentations to • teachers on topics such as kit training, notebooks, How People Learn, etc. • your school board or other district-level groups • PTA or parent groups • community groups • regional, state, or national groups or conferences ...?

27. Do you....... ........coach or consult with • colleagues • a student teacher • a new teacher • a teacher new to your school or grade level • your principal or district administrator • building team members • district team members • colleagues around the region, state, or beyond ...?

28. Surprise! ...you are a leader!

29. Leadership Practices Research What contributions can teacher leaders make toward the shared goal of school improvement?

30. Leadership Practices Research “In adaptive schools all players - administrators, teachers, support staff, students - must have the knowledge and skills to manage themselves and influence and lead others.” Garmston and Wellman, Christopher Gordan,1999

31. Leadership Practices Research “The key notion in the definition of teacher leadership is that leadership is about learning together, and constructing meaning and knowledge collectively and collaboratively.” Linda Lambert, ASCD,1998

32. Leadership Practices “Effective leaders know how to select and execute the right role for the right group and when and how to switch roles within a group.” Kaser, Mundry, Stiles, Loucks-Horsley, Corwin, 2006 Research

33. Leadership Practices “Teacher leaders, with their mastery of content and instructional practices, credibility with colleagues, and proximity to students, offer valuable expertise central to school improvement efforts.” Research Landel and Miller, 2007

34. Strategies Facilitating 4 Hats of Leadership Coaching Consulting Presenting

35. Leadership Practices Strategies • Leadership Inventory • Seven Norms of Collaboration • Non-verbal communication

36. Leadership Data Did the Summer Academy prepare you to take on more of a leadership role in your school? How? Yes (N=109) • Training in Facilitation Skills (41) • NCOSP Facilitation of District Action Plans (24) • Protocols as tools to implement change (16) • Collaboration with teachers & admin (9) • Increased Content Knowledge (5) Needs- more admin support, more practice with facilitation 2006 SA Week 2 Survey

37. Leadership Knowledge and Skills Data Scale of 1-5 with 1 being “Not at all” and 5 being “To a great extent.”

38. Leadership Practices 1) Complete the Four Hats Likert scale post-test 2) Describe an example from your work in your district or building this year when you were a “facilitator”, “presenter”, “coach”, or “consultant”. 3) What leadership opportunities will you pursue next year? Reflection

39. Professional Learning Communities What is the impact of teacher collaboration on teacher retention and student learning? Research

40. Professional Learning Communities Research “Professional development for teachers can have a positive impact on student achievement if it is sustained over time; focuses on specific content areas; supports the collective learning of most, if not all, teachers in a school; aligns with school and teacher goals; and provides opportunities for teachers to practice and apply new knowledge.” Professional Development Analysis, Mid-continent Research for Education and Learning

41. Professional Learning Communities Research “Meaningful changes to the teaching and learning environment can increase teacher retention and encourage teachers to return to the profession. Those who planned to stay said that having meaningful input in the decision making process and collaborative relationships with their colleagues were reasons to remain.” Center for Teacher Quality at Sacramento State

42. Professional Learning Communities • Lesson Study • Curriculum Topic Study • Looking at Student Work Protocols • Developing Formative Assessment Probes Strategies

43. Collaboration among Teachers Data Collaboration has been a key component of the NCOSP partnership • Across Partnership Surveys, LCF surveys, and SA surveys, teachers consistently report that… • The development of collaborative relationships with other teachers has been one of the most important aspects of the partnership • Discussions with other teachers have been one of the most important components within the NCOSP PD activities that has helped develop their understanding

44. Lesson Study Data 5 = “to a great extent” ; 3 = “somewhat”; and 1 = “not at all” source TL Partnership Profile 2006 (N=90)

45. Curriculum Topic Study Data Participants responded using a scale of 1-5, with 1 being “Not at all,” and 5 being “To a great extent” on the 2006 LCF Impact Survey

46. Looking at Student Work Protocols Data • 28% of TLs coming into the 2006 Summer Academy had a clear understanding of the use of protocols and how they can improve teaching and student learning. • 93% of TLs left the Summer Academy with a clear understanding of the use of protocols and how they can improve teaching and student learning. • 25% of TLs responded that the use of protocols for looking at student work was the most relevant topic to their classroom practice that they learned about during the 2006 SA. Week 2 Survey at 2006 SA (N= 130)

47. Professional Learning Communities Reflection Describe how your participation in a collaborative group deepened your knowledge of: 1) Science content relevant to your teaching 2) Instructional practices that support student learning 3) Collaborative practice that support effective groups

48. Professional Learning Communities • District Action Planning Strategies

49. District Action Plans Data Impact: Cross-grade level collaboration on activities in DAPs Most Common Activities in DAPs • Creating assessments (53%) • Aligning teaching with GLEs (53%) • Working on a “scope and sequence” (42%) Most Common Strategies in DAPs • Science notebooking (47%) • Looking at student work (42%) Most Common Feedback on DAPs • Goals too broad or ambitious • Need to make objectives more measurable and define data collection strategies

50. Professional Learning Communities Reflection • How did the DAP process influence your thinking about data-driven decision-making and collaborative planning? • How will the work you completed this year through your DAP influence the work you will initiate this summer?