longitudinal study to measure effects of msp professional development on improving math and science...
TRANSCRIPT
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Longitudinal Study to Measure Longitudinal Study to Measure Effects of MSP Professional Effects of MSP Professional Development on Improving Development on Improving Math and Science Instruction:Math and Science Instruction:Year 3 Update ReportYear 3 Update Report
MSP-RETA Project (2002 – 05)MSP-RETA Project (2002 – 05)
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A collaborative study conducted by: A collaborative study conducted by: Council of Chief State School Officers (CCSSO)
American Institutes for Research (AIR)Wisconsin Center for Educational Research
(WCER)
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Goals for This WorkshopGoals for This WorkshopDemonstrate Online, Web-based
Tools– Surveys of Enacted Curriculum (SEC)– Professional Development Activity Log-- PD Quality Items and Scales [see pdf]
MSP Study Design– Sample of Teachers– Longitudinal Findings
Provide information and access
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Study Questions / ObjectivesStudy Questions / Objectives
Effects of MSP vs. Other PD on Improving Instruction ?
Use of Hi Quality Survey tools to Evaluate PD Quality?
Disseminate to MSPs, Other users
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MSP PD Study SitesMSP PD Study Sites
Brockport/Rochester – SUNY Cleveland Municipal SD Corpus Christi – AIMS - TX A&M El Paso – UTEP [see survey data] State MSPs: ID, IL, OR, OK, ME, MT, Boston Also: NJ MSP -- 12 districts – Rutgers NC MSP 17 districts – UNC SW PA MSP
SCALE – Los Angeles
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Project Staff LeadershipProject Staff Leadership
PI– Rolf Blank, CCSSO
Co-PIs– Bea Birman & Mike Garet (AIR)– Andy Porter, Vanderbilt University– John Smithson (WCER)
PD– Kwang Suk Yoon (AIR)
Year 3 Report available on www.SECsurvey.org / ProjectsFor more info ...
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MSP Study Logic ModelMSP Study Logic ModelDuring MSP Program
Professional DevelopmentExperiences
TypeDuration
Collective ParticipationActive Learning
CoherenceContent Focus
Before MSP Program Instructional PracticeContent, Activities, &
Strategies
Controlling for
Teacher Characteristics Background VariablesTarget Class Students
DiversityProgram Characteristics
Emphasis
Year 1 Year 2 Year 3Year 0
Professional Development Activity
Log (PDAL)
Survey of Enacted Curriculum (SEC)
Wave 1
Professional DevelopmentExperiences
After MSP Program Instructional Practices
Analyze alignment change– Instruction w/ Stands.
Survey of Enacted Curriculum (SEC)
Wave 2
Professional DevelopmentExperiences
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Longitudinal Analysis – 4 MSPs —Longitudinal Analysis – 4 MSPs —Early Findings—Treatment vs. compEarly Findings—Treatment vs. comp
For more info ...
More PD time, content focus Math Content: increased depth, decreased perform procedures Math Practices: inc. communicating understanding
• Science Practices: inc. multiple assessment • Science Content:
inc Applying scientific Concepts,
decr. Memorization expectation.
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MSP RETA – Reports on lineMSP RETA – Reports on line
www.MSPnet.org
www.SECsurvey.org/projects
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Rationale for SECRationale for SEC
AssessmentStandards
Curriculum
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Key Question -- SEC ToolsKey Question -- SEC ToolsResearch into PracticeResearch into Practice
How can Educators obtain reliable, valid data to determine Alignment of instruction with required standards and assessments?
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AndAnd
You could compare how you teach content compared to how others across the nation teach?
You could use anonymous teacher data to start a powerful school discussion about what the teacher needs are?
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Applications Applications
Alignment analysis --instruction, standards, assessments
Instructional improvement in schools Needs assessment/ Evaluation Indicators – monitoring change over
time
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What if…What if…
You could use data on instructional quality and content to guide professional development?
You could have consistency across grade levels?
You could know how well aligned your state standards were to the state assessment?
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English LanguageArts & Reading
The SEC Data-set
SUMMARY MEASURES
Content Practice Climate Prof. Dev./ / /
Science
InstructionalContent
Instr.Activities
Tchr.Char./Opinions/Beliefs
Professional DevelopmentMathematics
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SUMMARY MEASURES
Content Practice ClimateProf. Dev. / //
Variable Summary Measure Description
PDhrs
PDfreq
PDactive
PDcohere
PDcoll
PDcnt
PDdata
PDstnd
PDstlrn
# of PD Hours reported
Frequency of PD Activities
PD that involved active engagement of teachers
PD that is part of a coherent plan & goals
Collective participation from school/department
PD with focus on subject matter content
PD with focus on Student Data
PD with focus on Standards & Instruction
PD with focus on Student Learning
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PDAL ToolPDAL ToolResearch Into PracticeResearch Into Practice
How can educators obtain reliable, valid data to determine the quality of professional development activities?
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ApplicationsApplications
Analysis of PD Quality —research based criteria
Examine how PD relates to teachers’ instruction
Track teachers’ PD over timeIdentify Teachers’ PD needsTarget PD to improve instruction
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What if….What if….
You could have data on the content and quality of PD for district, school, teacher?
You could examine teachers’ PD and aligned instruction, as measured by SEC?
You had data about teachers’ actual PD experiences when addressing their needs?
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Steps in PDAL DevelopmentSteps in PDAL Development
Evaluation of Eisenhower Program– Identified features of quality
Evolution of survey instrumentation– From individual to aggregate
profile/portfolio– Use of cognitive labs for refinement
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• School & Class Description• Instructional Activities
• General• Problem Solving Activities
• Pairs & Small Group Work• Use of Hands-on Materials• Use of Calculators/Computers & other Ed. Tech.
• Assessment Use• Instructional Influences
• Instructional Readiness• Teacher Opinions• Professional Development
• Types• Content Focus• Active Learning• Collegial Participation• Coherence• Time Span
• Teacher Characteristics• Instructional Content
Survey Sections
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Surveys of Enacted Surveys of Enacted CurriculumCurriculum
A neutral content grid
with cognitive demand
The intended curriculum: State content standards—What students should learn
The enacted curriculum: What teachers teach
The learned curriculum: Student outcomes based on school learning
The assessed curriculum: State (and other) assessments—tested learning
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Uses a multi-dimensional language fordescribing instructional content
SEC Instructional Content
Topics
byCognitive Demand
(Expectations for Student Learning)
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Categories of Cognitive Demand
TopicsMemorize Perform
ProceduresCommunicateUnderstanding
Solve Non-Routine
Problems
ConjectureGeneralize
ProveMultiple
StepEquations
Inequalities
LiteralEquations
Lines /Slope andIntercept
Operationson
Polynomials
QuadraticEquations
Content MatrixContent Matrix
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Conjecture/ Generalize/ ProveRecite basic mathematics facts
Recall mathematics terms & definitions
Write formal or informal proofs
Recognize, generate or create patternsPerform Procedures
Use numbers to count, order, denote
Follow procedures/instructions
Reason inductively or deductively
Organize or display data
Read or produce graphs and tablesExecute geometric constructions
Demonstrate Understanding Solve Non-routine Problems/ of Mathematical Ideas Make Connections
Communicate mathematical ideas
Analyze data, recognize patterns
Explain findings and results from data analysis strategies
Show or explain relationships between models, diagrams, and/or other representations
Apply mathematics in contexts outside of mathematics
Use representations to model mathematical ideas
Synthesize content and ideas from several sources
Develop/explain relationships between concepts
Expectations for Students in Mathematics
Determine the truth of a mathematical pattern or proposition
Apply and adapt a variety of appropriate strategies to solve non-routine problems
Find a mathematical rule to generate a pattern or number sequence
Recall formulas and computational procedures
Solve equations/formulas/routine word problems
Memorize Facts/ Definitions/ Formulas
Do computational procedures or algorithms
Make and investigate mathematical conjectures
Identify faulty arguments or misrepresentations of data
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MemorizePerform
CommunicateConjecture
Connect0
0.020.040.060.08
0.1
Operations
Number Sense
Measurement
Geometric Concepts
Algebraic Concepts
Data Analysis
Instructional Technology
MemorizePerform
CommunicateConjecture
Connect
State J Grade 8Mathematics Instruction
Content Maps
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Alignment Content AnalysisAlignment Content Analysis
Conducted with each State’s standards, assesments – middle grades
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Operations
Number Sense
Measurement
GeometricConcepts
Algebraic Concepts
Data Analysis
Memorize CommunicatePerform Conjecture
Connect Memorize CommunicatePerform Conjecture
Connect
Instr. Tech.
Descriptive results can be reported using a variety of graphic displays
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Instruction
Standards
AssessmentProfessionalDevelopment
Standards-based Alignment among Instruction, Assessment,and Professional Development
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Professional Development Activity Log Professional Development Activity Log (PDAL)(PDAL)
Help teachers create an ongoing monthly log of any professional learning activity in which they participate
Longitudinal data collected over 15 months Web-based, self-administered log Aligned with SEC (e.g., content coverage) Inclusive approach to professional development
– Includes MSP-sponsored and non-MSP-sponsored activities
– Documents one-time and recurring activities– Captures both formal and informal activities
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OverviewOverview
Comparisons between teacher logs with survey
Teachers’ experience with logs Lessons learned Next steps
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Professional Development Activity Log Professional Development Activity Log (PDAL)(PDAL)
The PDAL is a web-based, self-administered, longitudinal data collection tool for teachers to record their professional development experiences in detail with the assistance of a series of structured prompts
Teachers log on to their password-protected web account and fill out their PDAL at regular intervals
Visit www.PDAL.net for more information
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Why PDAL?Why PDAL?
Collects disaggregate information about specific PD activities – Increases the level of specificity of PD data and reduces bias introduced by gross data aggregation
Gathers accurate, reliable, and time-sensitive information – Minimizes recall problem with retrospective reports
Tailors technical assistance to teachers based on their response patterns
Allows teachers to review their own logs – Teachers can reflect on their own PD experiences
Generates context sensitive questions
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OverviewOverview
Comparisons between teacher logs with survey
Teachers’ experience with logs Lessons learned Next steps
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PDAL Entries PDAL Entries
Name of activity Number of hours spent on each activity and its duration Whether the activity is a one-time or continuous event (e.g.,
recurring over a number of months) Type of activity (e.g., workshop, summer institute, study group) Purpose of activity (e.g., strengthening subject matter knowledge) PD quality features (e.g., active learning, coherence, collective
participation) Content focus (e.g., algebraic concepts: absolute values, use of
variables, etc.) Instructional practice – instructional topics covered in each activity
(e.g., use of calculators, computers, or other educational technology)
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Why PDAL?Why PDAL?
Collects disaggregate information about specific PD activities – Increases the level of specificity of PD data and reduces bias introduced by gross data aggregation
Gathers accurate, reliable, and time-sensitive information – Minimizes recall problem with retrospective reports
Tailors technical assistance to teachers based on their response patterns
Allows teachers to review their own logs – Teachers can reflect on their own PD experiences
Generates context sensitive questions
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Research QuestionsResearch Questions
To what extent is the quality of the professional development supported by MSP activities consistent with research-based definitions of quality (e.g., content focus, active learning, coherence, collective participation, and sustained efforts)?
What effects do teachers' professional development experiences have on instructional practices and content taught in math and science classes? Are high-quality professional development activities more likely than lower-quality activities to increase the alignment of instructional content with state standards and assessments?
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ParticipantsParticipants
Four MSP projects were selected for the study. In each project, we are collecting data with teachers in middle schools or middle grades about their professional development in mathematics and science education (Total teacher N=474).
Our study model, instruments, data and reports will benefit each of the four participating sites, and we hope that all of the MSP projects will be able to incorporate some aspects of this evaluation model.
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Data CollectionData Collection Using the Surveys of Enacted Curriculum (SEC), measure the
subject content and instructional practices teachers are employing in math and science instruction, prior to MSP implementation in Year 1 (Spring 2003);
Using the Professional Development Activity Log (PDAL), identify the characteristics of professional development activities in which teachers participated through MSP-supported or other programs to improve math and science instruction, over 15 months through Year 2 (Fall 2004); and
Repeating the SEC, measure the subject content and instructional practices again in Year 3 (Spring 2005), to determine change in practices after participation in the broad range of MSP-supported professional development activities.
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Survey of Enacted Curriculum Survey of Enacted Curriculum (SEC)(SEC)
Description about target class Instructional practice (e.g., instructional time in target
class, classroom instructional preparation) Content alignment: time on topic and expectation for
students (e.g., memorize facts, perform procedure, or solve non-routine problems)
Professional development experiences Teacher opinions about school culture (e.g., trust) Teacher characteristics
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SEC Content TopicsSEC Content TopicsMath, Science, ELAMath, Science, ELA
The SEC provides a neutral, research-based language to describe content of English language arts, mathematics, and science.
NCLB anyone?
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37 Make educated guesses, predictions, or hypotheses.
38 Follow step-by-step directions.
39 Use science equipment or measuring tools.
40 Collect data.
41 Change a variable in an experiment to test a hypothesis.
42 Organize and display information in tables or graphs.
43 Analyze and interpret science data.
44 Design their own investigation or experiment to solve a scientific question.
45 Make observations/classifications.
When students in the target class are engaged in laboratory activities, investigations, or experiments as part of science instruction, how much time do they:
51-7
5%
> 7
5%
26-5
0%
N
on
e
10%
or
<
11-2
5%
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CLASSROOM INSTRUCTIONAL PREPARATION
81 82
83 84
85
86 87
88
89
90
91
92
93
94
95
Teach mathematics to students from a variety of cultural backgrounds
Teach mathematics to students who have limited English proficiency
Teach students who have a learning disability which impacts mathematics learning
Encourage participation of females in mathematics
Teach students with physical disabilities
Help students document and evaluate their own mathematics work
Teach classes for students with diverse abilities
Use a variety of assessment strategies (including objective and open-ended formats)
Teach problem solving strategies
Select and/or adapt instructional materials to implement your written curriculum
Teach mathematics at your assigned level
Use/manage cooperative learning groups in mathematics
Integrate mathematics with other subjects
Provide mathematics instruction that meets mathematics standards (district, state, or national)
Teach mathematics with the use of manipulative materials, such as counting blocks, geometric shapes, and so on
For items 81-97, please indicate how well prepared you are to:Not Well Prepared
Somewhat Prepared
Well Prepared
Very Well Prepared
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Advantages of PDALAdvantages of PDAL
Gathers accurate, time-sensitive information; Minimizes recall problem with retrospective reports
Collects disaggregate information about specific PD activities – Reduces bias introduced by gross data aggregation
Generates context sensitive questions Alleviates teachers’ response burden Minimizes data entry errors Be able to tailor technical assistance to teachers based on
their response patterns Allows teachers to review their own logs – Teachers can
reflect on their own PD experiences
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Analysis of PDAL DataAnalysis of PDAL Data
Examine the viability of PDAL as alternative PD data collection instrument (Implementation analysis)– Sample attrition; response rates; extent of missing data; TA
needs; other PDAL development and implementation issues Produce rich description & correlates of PD activities
(Descriptive analysis)– Patterns of responses to monthly logs
– Patterns of teachers’ PD experiences
– Latent classes of teachers based on their PD experiences
– Correlates of high-quality PD activities Assess the impact of PD on math & science instruction
(Impact analysis)
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For More Information & ServicesFor More Information & Services
CCSSO– [email protected]; – [email protected]
www.SECsurvey.org
TA/PD Workshops—Use of Data
TERC—Diana N (DEC model), Others
Learning Point Assoc /NCREL
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For SEC Access, Alignment, For SEC Access, Alignment, ResearchResearchWCER
– [email protected] – [email protected]
www.SEConline.org