Professional Learning: Practice and Impact Convened by Learning - - PowerPoint PPT Presentation

September 27, 2018 Dirksen Senate Office Bldg. Washington, DC

Professional Learning: Practice and Impact

Convened by Learning Forward

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Melinda George

Director of Policy and Partnerships Learning Forward

Agenda

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Time Presenter Activity 12:05–12:10 p.m. Melinda George, Director, Policy & Partnerships, Learning Forward Welcome 12:10–12:15 p.m. Heather Harding Director, Policy and Public Understanding, Charles and Lynn Schusterman Family Foundation Introduction 12:15–12:30 p.m. Stephanie Hirsh Executive Director, Learning Forward Keynote 12:30–12:35 p.m. Alan Ingram President, Learning Forward Board of Trustees Opening remarks 12:35–1:25 p.m. Panel:

• Paul Fleming, Assistant Commissioner, Teachers and
• Leaders Division, Tennessee Department of Education
• Chad Sutton, Assistant Superintendent for Academic Services

& School Accountability, North Kansas City Schools, Missouri

• Pat Jones, Instructional Coach, Woodland Primary,

Woodland Public Schools, Woodland, Washington Panel discussion 1:25–1:30 p.m. Melinda George Closing remarks

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Heather Harding

Charles and Lynn Schusterman Family Foundation

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Stephanie Hirsh

Learning Forward

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Our vision and mission

Vision Equity and excellence in teaching and learning Mission Learning Forward builds the capacity of leaders to establish and sustain highly effective professional learning

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Standards for Professional Learning

Learning Communities Leadership Resources Data Learning Designs Implementation Outcomes

“The term ‘professional development’ means activities that – are sustained (not stand-alone, 1-day, or short term workshops), intensive, collaborative, job-embedded, data-driven, and classroom-focused”

Every Student Suceeds Act

Definition

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From… To…

PD driven by educator preference PD choices informed by data One-day workshops Ongoing, collaborative learning applicable to immediate classroom challenges Training without follow-up Sustained learning and application of learning with coaching, mentoring and team support No accountability for outcomes Increased focus on measures, impact and teacher and student outcomes

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Professional learning is shifting

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The evidence: Coaching

Kraft MA, Blazar D, Hogan D. The Effect of Teacher Coaching

• n Instruction and Achievement: A Meta-Analysis of the Causal Evidence

<https://scholar.harvard.edu/mkraft/publications/effect-teacher-coaching-instruction-and- achievement-meta-analysis-causal>. Review of Educational Research [Internet]. 2018;88 (4) :547-588.

A recent meta analysis of research found that:

• Across 43 studies, researchers found that coaching had a positive

effect on instructional practice – resulting in as much of a difference as there is between novice and veteran teachers.

• In addition, teacher coaching had

an independent, positive effect

• n student achievement, as

indicated by performance

• n standardized tests.

www.learningforward.org 12 Ronfeldt, M., S. Farmer, K. McQueen, and J. Grissom. (2015). Teacher collaboration in instructional teams and student

• achievement. American Educational Research Journal 52(3), 475–514.

Saunders, W.M., Goldenberg, C.N. & Gallimore, R. (2009). Increasing achievement by focusing grade-level teams on improving classroom learning: A prospective, quasi-experimental study of Title I schools. American Educational Research Journal, 46(4), 1006-1033. Leana, C.R. (2011, Fall). The missing link in school reform. Stanford Social Innovation Review, 30-35.

The evidence: Collaborative learning structures

• Multiple researchers have documented that teachers who

collaborate in PLCs to continuously improve their practice and their students’ learning experiences have a measurable positive impact in schools.

• In one study – a two-year investigation of 1,014 fourth- and

fifth-grade teachers that looked at changes in student math scores, researchers found that when teachers worked with high-ability teachers in purposeful, content-focused interactions, instruction improved, student scores improved and teacher performance improved.

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The evidence: Instructional materials

• Researchers from the Center for Education

Policy Research at Harvard estimated that in 4th- and 5th-grade math, switching to a top ranked textbook would translate to student achievement gains of 3.6 percentile points – larger than the improvement of a typical teacher’s effectiveness in their first three years on the job when they are learning to teach. (Kane, 2016).

Professional learning that supports the implementation of the curriculum increases the effectiveness of the curriculum*:

Steiner, D. et al, Do Curricular Choices Matter? A Working Paper for the Knowledge Matters Campaign, a project of StandardsWork, Inc, 2017 Kane, T. J., Owens, A. M., Marinell, W. H., Thal, D. R., & Staiger, D. O. (2016). Teaching higher: Educators’ perspectives on Common Core implementation. Center for Education Policy Research. *Jackson, C. K., & Makarin, A. (2016). Simplifying Teaching: A Field Experiment with Online" Off-the-Shelf" Lessons. National Bureau of Economic Research.

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• More than a decade of research from The Wallace

Foundation documents that the quality of school leadership is second only to the quality

• f classroom instruction in school-based

factors impacting student learning.

• A 2017 study on principal professional

learning highlighted effective examples

• f sustained and tailored learning for

leaders that had positive impacts on student outcomes and teacher turnover.

Leithwood, K., Seashore, K., Anderson, S. Wahlstrom, K. (2004). Review of Research: How Leadership Influences Student Learning Center for Applied Research and Educational Improvement (University of Minnesota, Center for Applied Research and Educational Improvement) Rowland, C. (2017). Principal professional development: New opportunities for a renewed state focus. Washington, DC: Education Policy Center, American Institutes for Research.

The evidence: Leadership

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Evidence from the experts. . .

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Alan Ingram

President Learning Forward

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Panel discussion

Paul Fleming

Assistant Commissioner Teachers and Leaders Division Tennessee Dept.

• f Education

Chad Sutton

Assistant Superintendent for Academic Services & School Accountability, North Kansas Schools Missouri

Pat Jones

Instructional Coach Woodland Primary Woodland, Washington

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Questions

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Thank you!