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MyTeachingPartner: A Consultative Model of
Professional Development
2008 National OSEP Early Childhood Conference
Grace Wilder FunkCenter for the Advanced Study of Teaching and Learning
University of Virginia
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Today’s Presentation
Focus on ways to make professional development meaningful for teachers
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Traditional Approach to Professional Development
Coursework, inservices, and
workshops
Classroom teaching
Disconnect between professional
development and actual classroom
practices
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High Quality Professional Development
Professional development should be driven by teachers’ need for information, support, and feedback
Definition Sustained Intensive Classroom-focused Based on research
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MyTeachingPartner
Model of professional development that uses an individualized consultative model to enhance teachers’ knowledge and skills
Designed to address concerns about traditional models of professional development
Takes advantage of advances in technology for the delivery of professional development
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Ingredients for Successful PD Model
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MTP: Teacher Focused Approach to PD Provide professional development focused on implementing activities
related to:
Early literacy and oral language
Social relationship / self-regulation skills
Focus on implementation as the key to the developmental value of activities
Support high-quality teacher-child interactions as the central part of the activities
Use web-based, Internet technology as the means for delivering ongoing professional development at a statewide level of scale
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Student growth in language, literacy and social relationships
Teacher-child interactions and relationships (CLASS)
Consultation & web-based support for effective teacher-child interactions (CLASS)Lang/Lit
Activities
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Classroom video recordingat an established time
1
Teacher reviews videoand prompts;
reflects on practice
3
Teacher and consultantdiscuss
teaching practices
4
Consultant reviewsand edits video; writes prompts
2
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Consultancy Cycles
Collaborative process Take place every two weeks Focus on different aspects of the teacher’s
practice Use video as the springboard for discussion Determine specific goals and objectives to work
on each cycle
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Goals for Teachers
Become better OBSERVERS of own practice
View practice through lens of the CLASS
Become more INTENTIONAL in interactions with children
Increase SELF-EFFICACY
Increase quality of IMPLEMENTATION of lessons & curricula
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Classroom Observation Teaching Practice
Knowledge Expertise Support
• Observation provides a link from knowledge, expertise, and support to actual teaching practices
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Our Lens for Observing MTP uses the CLASS as the basis for defining high quality implementation of
lessons & curricula and as the focus on our professional development
Classroom Assessment Scoring System (CLASS)
Developed to assess classroom interactions and relationships as measured by three major components:
Emotional support
Organization / management
Instructional support
Provides a common language and viewpoint
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Classroom “Quality”
STRUCTURECurriculum
PROCESS
Relationships
Children’s Academic & Social Development
Academic & Social Interactions
Materials
Training and Education
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Domains & Dimensions of the CLASS
Emotional Support
Positive ClimateNegative Climate
Teacher SensitivityRegard for Student
Perspectives
Instructional Support
Concept DevelopmentQuality of FeedbackLanguage Modeling
Classroom Organization
Behavior ManagementProductivity
Instructional Learning Formats
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How Technology Supports MTP
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Technology
Technology allows teachers to view effective practice and reflect upon their own practice using a standardized metric of classroom quality
MTP website Language and literacy
activities Activity demonstrations Research rationale Social emotional curriculum
CLASS video library Videconferencing
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Activity Components Objectives Getting Ready
– Materials– Things To
Do/Make Activity
– Summary– Details
Extension Activities
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Videoconferencing
iSight
iChat
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Study Design
Pre-k teachers were randomly assigned by district to one of two study conditions for a period of two school years:
Web Access teachers (n=52) received language and literacy activities, materials and access to the MyTeachingPartner website
Consultancy teachers (n=81) received language and literacy activities, materials, access to the MyTeachingPartner website, and bi-monthly discussions with a teaching consultant
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Effects of MTP support Teachers in consultancy:
Grew more sensitive in interactions with students Increased students’ engagement in instruction Improved language stimulation techniques
Children Greater gains in tests of early literacy Lower levels of problem behavior
Consultancy was a more powerful intervention in high poverty classrooms
Using web resources was more important in improving quality for teachers without a consultant
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Improvements in Teacher Sensitivity
3.5
4
4.5
5
Te
ac
he
r S
en
sit
ivit
y
Consultancy
Web-Access
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Improvements in Learning Formats
3.5
4
4.5
5
Inst
ruct
iona
l Lea
rnin
g Fo
rmat
s
Consultancy
Web-Access
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Improvements in Language Modeling
3.5
4
4.5
5
Lan
gu
age
Mo
del
ing
Consultancy
Web-Access
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Summary
The MTP Consultation Model is…• Ongoing• Individualized • Collaborative • Based on observations of teachers' current
classroom practice• Intended to promote self-reflection• Designed to improve areas of teaching with direct
links to student achievement
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Teacher Feedback on MTP Approach
I think teachers and
administrators have a great deal to gain from this type
of training/consult
ing.
”
“
I was speaking with a previous administrator and told her all about my participation with MTP. I told her that I
felt this was a breakthrough in teacher training and could have
a huge impact.
“
”
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Teacher Feedback
“The consultancy part of this program was very beneficial to me. You were wonderful to talk to and share my concerns. You understood the problems in my classroom and you gave wonderful advice.”
“I have enjoyed working with you this year. I feel that we have been partners in the true sense of the word. You have given me great support when I really needed it. I also appreciated your expertise in many areas.”
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MTP Approach to Professional Development
Connects professional development with classroom practice using a common
denominator:
the CLASS lens on interactions
Consultative Model
Classroom teaching
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Questions and Reflections
What are your thoughts about what you have seen and heard so far?
How does this fit in with your current system of professional development?
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Guidelines for a Consultative Model of PD
A COLLABORATIVE approach is essential
OBSERVATION offers a unique opportunity to work with teachers
FEEDBACK works best when it is balanced, specific, personalized, and ongoing
CHANGE takes time
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How to Provide Feedback Start with the Positive
“What did you see that you did well?” or “What was going well during this time?”
Ask about Challenges“What as challenging?” or “After viewing the tape, what would
you have liked to have done differently?”
Develop Mutual GoalsEnsures that you are working on something that is meaningful
to the teacher
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CLASS Activity
View video Think about indicators of Teacher Sensitivity
– Awareness– Responsiveness– Addresses problems– Student Comfort
Develop feedback to teacher
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Questions or Comments?
http://www.myteachingpartner.net/ http://www.ncrece.org/wordpress/