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The Impact of High Quality Professional Development in Science on the Learning of Diverse Students

The Impact of High Quality Professional Development in Science on the Learning of Diverse Students. George D. Nelson, Director Science, Mathematics, & Technology Education. 2012 WABE Conference. True Confessions.

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The Impact of High Quality Professional Development in Science on the Learning of Diverse Students

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  1. The Impact of High Quality Professional Development in Science on the Learning of Diverse Students George D. Nelson, Director Science, Mathematics, & Technology Education 2012 WABE Conference

  2. True Confessions • I am in no way an expert in bilingual education • We have not used ELL research to inform our work—YET • I am here to learn from you

  3. What We Have Done • Improved teacher content and pedagogical content knowledge • Improved school cultures • Improved student achievement, especially traditionally low achieving students By joining forces, we could make even more progress

  4. Challenges • In P-5, Reading, Writing, and Math dominate the time—with support from principals and district leaders—leaving little room for science, social studies, PE, or the arts. WA ranks 46th among the states in the amount of science taught in elementary school • High needs students (poor, underrepresented, and special education) achieve at lower levels at all grade levels, in all schools (even high achieving schools) • New and compelling research on effective teaching and school leadership is not being put into practice in preservice programs or with practicing teachers

  5. Higher Education Collaborators Physics: Jim Stewart1, Andrew Boudreaux1, ,George Nelson1, Sara Julin2, Ann Zukoski3, Linda Zuvich4, Ted Williams5 Biology: Deb Donovan1, Carolyn Landel1, Alejandro Acevedo1, John Rousseau2, Val Mullen3, Rene Kratz4, Pam Pape-Lindstrom4, Adib Jamshedi5 Geology: Scott Linneman1, Sue DeBari1, Bob Mitchell1, Bernie Dugan2, Brad Smith3, Ben Fackler-Adams3, Steve Grupp4, Terri Plake5 Chemistry: Steve Gammon1, Emily Borda1, Paul Frazey2,3 Science Education: Chris Ohana1, Jacob Blickenstaff1(Physics), Liesl Hohenshell1(Biology), Don Burgess1(Biology), Molly Lawrence1 Evaluation:, Dan Hanley1, Jim Minstrell6, Ruth Anderson6, Phil Buly1, Many Graduate Students1 1 Western Washington U, 2 Whatcom CC, 3 Skagit Valley C, 4 Everett CC, 5 Northwest Indian College, 6 FacetInnovations Inc.

  6. NCOSP Activities • Three years of intensive summer PD and higher education staff development • Two additional years supporting collaboration • New content and methods courses for preservice teachers • Engagement of building administrators

  7. Teacher Leaders: Content Knowledge

  8. Creating Value Added Based on Science Scale Score controlled for Student Performance factors 5th Grade 8th Grade 10th Grade Effect Size

  9. Impact of Teacher Leaders on Students with the Greatest Needs * * * * * * * * * * * 5th Grade 8th Grade 10 Grade * Significant difference (t-test, p<.05)

  10. CRISP and SPECK-8 • Partnerships between SMATE and 6 school districts • Led by Master Teacher with support from WWU • Commitment to participate from principal and team of teachers in each school • WWU supports professional learning communities (PLCs) in the schools to collaborate to improve their science content knowledge and their instruction • Six-day summer academy, two one-day workshops focused on developing shared beliefs, science content, research-based pedagogy, and collaboration • Monthly PLC meetings to plan and reflect on changes to instruction, engage with relevant research • Peer observations and support for instructional changes • Research and evaluation of project and impact

  11. Changes in teachers’ knowledge and skills in Year 2.

  12. CRISP 10th Grade Science Score Improvement 2010

  13. SPECK-8 8th Grade Science Score Improvement 2010

  14. Conclusions • Understanding Content and PCK is critical to effective instruction • Effective instruction helps all students learn and helps close traditional gaps • Learning from each other will help us AND, most importantly, children do better

  15. Thank you! Questions?

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