Summary and Thoughts / Connections for Chapter 8:
Professional Development is Teaching
- Teaching teachers is like teaching students: asses the needs of the teachers in the school by observations, meeting with them, questionnaires, or more formal assessment procedures. (A pattern among the staff may emerge!)
- Researchers have recommended that teams of teachers work together to examine the results of student assessments, reflect on their own teaching, discuss their experiences and perspectives, and collaboratively seek solutions to common problems. (But who would these teams consist of? Multidisciplinary teams? A grade-level team? Something else?)
- With researchers, a teachers brainstormed a list of topics they wanted to focus on in future meetings. In the next meeting, the teachers were given the list, and asked to rank the topics according to their needs. Future meeting addressed these topics. (This was done in multiple schools, and the same list of topics arose in each one. BUT, this allowed for teachers to have a voice in their professional development.)
- Like students, working with teachers in different grouping formats may yield more success. Groups could be made up of: similar needs, grade level, individuals with a partner, modeling effective instructional strategies, etc.
- People are usually motivated to learn new concepts and skills that are practical and relevant to their situations.
- "Some teachers who had participated in a yearlong professional development program focused on reading-related interventions were still implementing the strategies they had learned three years later... possible for them to incorporate the strategies due to having the researchers demonstrate the strategies in the teachers' own classrooms." -Impressive! (Teachers could also observe other teachers in their building, and maybe have a coach attend with them.)
- Teachers need to have patience for a new instructional strategy to work. It takes a lot of practice to integrate it into a regular teaching routine. It may take 25 teaching episodes before it's likely to continue to use it.
- Teachers need time to reflect, receive feedback, and support as they apply what they have learned into their classroom.
- It's less important that teachers receive feedback on how well they are executing a teaching strategy than on the quality of instructional decisions they make as they integrate the strategy in different situations in pursuit of specific goals. It's also important that they learn when to apply them and how to modify them in response to the needs of their students.
Different from teaching students
- Adult learners come to the table with knowledge, attitudes, beliefs, and experiences. They also are independent and motivated by their personal needs and goals.
- Maslow's Hierarchy applies to adults as much as students. Quite literally this means to begin with making sure the adults are comfortable in the room. (Temperature, chairs, not hungry, etc.) Feeling safe is also important - this includes physical and emotional safety.
- "Teachers' initial attitude toward a particular program is not as important as their judgement of its effects on their students."
Characteristics of Adult Change and Growth
- "School change should take place according to a long-range vision that may include three to five years of work, with student outcomes showing greater growth each year."
1) Don't try to change too much too soon "think big, but start small". Find a happy medium of sustained effort over time, but not large changes that require sustained effort over time.
2) Changes must be realistic: concrete, practical, manageable, and not overly demanding of time.
3) Effective change takes place at the individual and school levels. More likely to see staff on board if they feel that other teachers and administration are on board.
4) Self-Reflection and self-evaluation are important. Teachers begin with evaluation of student assessment data.
Elements of Effective Professional Development
- Understand the theory and rationale for the new content and instruction: teachers need to understand the change in their teaching, the relevance of the new content and the likelihood that the change will result in increased student success.
- Observe a model in action.
- Practice the new strategy in a safe context.
- Try out the new practice with peer support in the classroom.
- Workshops:
*Establish a purpose for the session and give teachers the "big picture".
* Provide modeling and demonstration of instructional strategies.
* Be sure to plan for active involvement.
* Encourage self-reflection and help teachers become problem solvers.
- Study Groups
*Contain no more than six teachers.
* Keep a regular schedule and rotate the job of group leader.
* Groups should not be voluntary - because the improvement of student outcomes is not optional.
* All certified staff, including administrators, are expected to participate in study groups.
- In-class coaching and modeling: model instruction, and provide observation and feedback.
- Discussing Assessment Results: If teachers see that their efforts are resulting in their students becoming better readers, they are much more likely to continue to implement new ideas in their classrooms.
- Co-planning
- Co-teaching: where one teacher provides instruction while the other circulates, monitoring and supporting students, with the two teachers trading roles at different points. The coach can do this, but it should NOT be adopted as a permanent strategy -the coach has many more teachers and students to work with.
- Peer coaching: observe each other, model for teach other, and provide feedback and support to each other. Practical, emotional, and reflective support.
* Providing feedback could compromise a collaborative relationship, and is not always recommended. At least one of the teachers needs to be proficient in the instructional strategies being presented.
* If a teacher wants feedback, they should inform the observer of what they should look for int he lesson and identify specific areas where feedback is desired. Using a form will help them summarize their reflections.
- Unified approach: "Just having teachers meet regularly doesn't mean they will automatically make changes in their classroom. The key is to have a clear link between professional development group activities and individual coaching."
Tables 8.1 and 8.2 have suggested professional development activities based on characteristics or components that are desired to be addressed.
"A central role of the reading coach is to plan and help deliver effective professional development with the goal of improving the quality of reading instruction in a school."
Different from teaching students
- Adult learners come to the table with knowledge, attitudes, beliefs, and experiences. They also are independent and motivated by their personal needs and goals.
- Maslow's Hierarchy applies to adults as much as students. Quite literally this means to begin with making sure the adults are comfortable in the room. (Temperature, chairs, not hungry, etc.) Feeling safe is also important - this includes physical and emotional safety.
- "Teachers' initial attitude toward a particular program is not as important as their judgement of its effects on their students."
Characteristics of Adult Change and Growth
- "School change should take place according to a long-range vision that may include three to five years of work, with student outcomes showing greater growth each year."
1) Don't try to change too much too soon "think big, but start small". Find a happy medium of sustained effort over time, but not large changes that require sustained effort over time.
2) Changes must be realistic: concrete, practical, manageable, and not overly demanding of time.
3) Effective change takes place at the individual and school levels. More likely to see staff on board if they feel that other teachers and administration are on board.
4) Self-Reflection and self-evaluation are important. Teachers begin with evaluation of student assessment data.
Elements of Effective Professional Development
- Understand the theory and rationale for the new content and instruction: teachers need to understand the change in their teaching, the relevance of the new content and the likelihood that the change will result in increased student success.
- Observe a model in action.
- Practice the new strategy in a safe context.
- Try out the new practice with peer support in the classroom.
- Workshops:
*Establish a purpose for the session and give teachers the "big picture".
* Provide modeling and demonstration of instructional strategies.
* Be sure to plan for active involvement.
* Encourage self-reflection and help teachers become problem solvers.
- Study Groups
*Contain no more than six teachers.
* Keep a regular schedule and rotate the job of group leader.
* Groups should not be voluntary - because the improvement of student outcomes is not optional.
* All certified staff, including administrators, are expected to participate in study groups.
- In-class coaching and modeling: model instruction, and provide observation and feedback.
- Discussing Assessment Results: If teachers see that their efforts are resulting in their students becoming better readers, they are much more likely to continue to implement new ideas in their classrooms.
- Co-planning
- Co-teaching: where one teacher provides instruction while the other circulates, monitoring and supporting students, with the two teachers trading roles at different points. The coach can do this, but it should NOT be adopted as a permanent strategy -the coach has many more teachers and students to work with.
- Peer coaching: observe each other, model for teach other, and provide feedback and support to each other. Practical, emotional, and reflective support.
* Providing feedback could compromise a collaborative relationship, and is not always recommended. At least one of the teachers needs to be proficient in the instructional strategies being presented.
* If a teacher wants feedback, they should inform the observer of what they should look for int he lesson and identify specific areas where feedback is desired. Using a form will help them summarize their reflections.
- Unified approach: "Just having teachers meet regularly doesn't mean they will automatically make changes in their classroom. The key is to have a clear link between professional development group activities and individual coaching."
Tables 8.1 and 8.2 have suggested professional development activities based on characteristics or components that are desired to be addressed.
"A central role of the reading coach is to plan and help deliver effective professional development with the goal of improving the quality of reading instruction in a school."
Choice Article:
Differentiated Coaching: Fostering Reflection with Teachers
Katie Stover, Brian Kissel, Karen Haag, Rebecca Shoniker
DOI: 10.1598/RT.64.7.3.
Brief Highlights of the Article and connections/thoughts:
- Effective professional development includes ongoing modeling, practice, feedback, and reflection over time. In a typical coaching model, literacy coaches and teacher engage in a cycle of demonstration, observation, and reflection. [<--Yes! just like the text suggests!]
- Change occurs when teachers observe their own teaching practices. This turns to coaching conversations and teachers' reflections on their beliefs and attitudes.
- Top-down professional development leaves something to be desired for teachers.
- "Successful professional development is reflective, collaborative, and acknowledges the specific needs and interests of teachers."
- "Learning happens within teachers, not to them." -Just like students! Learning should be differentiated to provide multiple options for taking in information, making sense of ideas, and sharing the information learned.
"Kid-watching" is one way coaches can help teachers and reflect on their teaching. [This is explained quite similarly to the SPS model the text discusses.]
-By asking questions and offering observational feedback, the literacy coach leads the teacher toward self-discovery and actualization as a practitioner.
Writing
- One coach worked with an already effective teacher; therefore they decided to have the teacher reflect on her teaching.
"First, she summarized an event that happened int he classroom. Next, she thoughtfully reflected on how she made an impact on this event. After acknowledging her influence, she made a list of questions that she used as a guide to push her thinking about pedagogy. Finally, she made a note of different topics she could pursue further with her literacy coach."
Using surveys to develop differentiated staff development
- The staff of an entire school made a list of non-negotiables. From there, the coach created a survey to determine the literacy strengths and needs of each teacher.
- The first survey asked teachers to rate themselves on a scale of 1-5 regarding their understanding and use of the various components of their literacy instruction. (Figure 1 in text.)
- Using Vygotsky's zone of proximal development, the coach determined the areas where a majority of teachers had some background knowledge, but were ready to learn more. (Ratings of 1-3 on the survey.)
"The first survey gave overall information about teachers' knowledge of various literacy topics. To better grasp individual interest and needs, the coach developed a plan for differentiated staff development. To do this, she created a second survey that reflected the responses she collected in the original survey. She asked teachers to rank the topics they felt would best meet their professional needs."
- All of the topics (20 of them) were addressed throughout the school year. Teachers were only required to attend five sessions based on their classroom practices and experiences. [Definitely not a one-size-fits-all approach!]
Videotapes
- For baseline data, each teacher taught a small group for 30 minutes in his or her classroom while the camera rolled. The coach also kept a script-tape for later reflection. The coach and teacher then met for 30 minutes to discuss what went well and what needed work to help the teacher.
- The coaches suggestions for viewing:
1. Watch the lesson once.
2. Review the script tape and notes of the teacher-coach discussion.
3. Watch the tape again and map each students' involvement, analyze the questions asked, and observe body language, depth of conversation, and use of reading strategies.
4. Meet with colleagues to discuss that initial assessment.
5. Reflect in writing before meting with the coach again. (These reflections guided the issues problem-solved in the second conference.)
-The coach might demonstrate and debrief, might observe and give feedback, or might help the teacher analyze data and re-form student groups.
- Each session ended with agreement on small steps for the teacher to try before the next meeting.
- The year ended with the second video taping. Most interesting, the fall goals seemed quite insignificant come spring!
Final quote:
"Teachers who have worked with coaches have improved their teaching practices by incorporating more high-level thinking questions, encouraging active engagement from students, and increasing their ability to differentiate and adapt instructional material and sills.
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