the role of the institutional setting in teachers’ development of ambitious instructional...
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The Role of the Institutional Setting in Teachers’ Development
of Ambitious Instructional Practices in Middle-Grades
Mathematics
Paul Cobb Kara Jackson Kristin McGraner
Vanderbilt University
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Designing Schools and Districts to Support Teachers’
Ongoing Learning
Paul Cobb Tom Smith, Kara Jackson, Erin Henrick, et al.
Vanderbilt University
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Instructional Improvement at Scale
• Supporting students’ learning of central mathematical ideas• Instructional materials • Instructional practices
• Supporting teachers’ development of high-quality instructional practice
• Organizational learning -- schools and districts
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Investigating What it Takes to Improve Mathematics Instruction
at Scale • Series of conjectures about school
and district structures, resources, and social relationships that might support teachers’ (and instructional leaders’) ongoing learning
• Instruments to document extent to which those structures, resources, and social relationships have been established
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Investigating What it Takes to Improve Mathematics Instruction
at Scale • Investigate relationships between:• Conjectured structures, resources,
and social relationships• Quality of teachers’ instructional
practices• Students’ mathematics achievement
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Investigating What it Takes to Improve Mathematics Instruction
at Scale• Four urban districts
• High proportion of students from traditionally underserved groups
• High teacher turn over
• 6-10 middle-grades schools - 30 teachers
• Most schools and districts clueless about how to respond productively to high-stakes accountability• A small minority have reasonably worked out
strategies
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Investigating What it Takes to Improve Mathematics Instruction
at Scale• Four annual rounds of yearly data
collection• Document district strategies for
improving middle-school mathematics• Document how those strategies are
actually playing out in schools and classrooms• First year: Baseline data• Document change over a three-year
period in each district
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Data Collection• School and district support structures, resources,
and social relationships• Audio-recorded interviews• On-line surveys
• Quality of teacher professional development• Video-recordings• Audio-recordings
• Quality of instructional materials• Artifact collection
• Quality of teachers’ instructional practices• Video-recordings of two consecutive classroom
lessons
• Teachers’ mathematical knowledge for teaching• Student mathematics achievement data
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Add Value to Districts’ Improvement Efforts
• Feed back results of analyses to districts• Gap analysis -- how district’s plan is
actually playing out
• Recommend actionable adjustments that might make each district’s improvement design more effective• Design experiment at the level of the
district
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Instructional Quality Assessment Year 1
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Primary Conjecture: Teacher Networks
• Social support from colleagues in developing demanding instructional practices• Focus of teacher interactions
• Classroom instructional practice
• Depth of teacher interactions• How to use instructional materials• Aligning curriculum with state standards• Mathematical intent of instructional tasks• Student reasoning strategies
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Facilitating Conjecture: Key Resources for Teacher Networks
• Time built into the school schedule for collaboration among mathematics teachers
• Access to colleagues who have already developed accomplished instructional practices• Rationale for mathematics coaches
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Initial (Rough) Analysis of Teacher Networks
• Online Network Survey• All mathematics teachers in
participating schools
• Measure of potential learning opportunities for a teacher• Sum of depth of interaction scores
across all of the teacher’s interactions
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Initial (Rough) Analysis of Teacher Networks
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Initial (Rough) Analysis of Teacher Networks
• Controlling for size of math department: Math teachers in Districts B and C participate in interactions of greater depth than those in District A
• Scheduled time for teacher collaboration• Will compare by department and by grade
level• Types of activities in which teachers engage
• Math coaches• Ties with coach influences depth of
interactions
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More Accomplished Others: Math Coaches
• District B: School-based math coaches
• District policy: Support learning of all math teachers• The extent to which the coach is
central in teacher networks
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More Accomplished Others: Math Coaches
• Teachers perceived the coach: • to be a good mathematics teacher• able to support them
• Described interactions as useful in improving their classroom classroom practice
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More Accomplished Others: Math Coaches
• Principal able to describe how coach should support teachers in some detail• Support all teachers versus weak teachers
• Scheduled time for coach to meet with math teachers as a group – emphasized the importance of the meetings• Co-participated on improving instructional
practice – more likely to seek advice from coach outside meetings
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More Accomplished Others: Math Coaches
• Principal shared responsibility for supporting teachers’ learning with the coach• Attended mathematics department
meetings• Observed classroom instruction
frequently
• Ongoing discussions about quality of mathematics instruction and teachers needs
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Primary Conjecture: Shared Vision of High Quality Mathematics
Instruction• Instructional goals -- what
students should know and be able to do mathematically
• How teachers can support students' development of these forms of mathematical reasoning
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Principal’s Visions of High-Quality Mathematics Instruction
• PD for principal instructional leadership in all four districts
• Overall improvement from Year 1 to Year 2• Generally not in conflict with districts’
goals for instructional improvement• Form view rather than function view
• Bad news: Communicate expectations for and press for high-quality instruction
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Principal’s Visions of High-Quality Mathematics Instruction
• Principal PD in District D• Distinguishing between high- and low-
cognitive demand tasks• Distinguishing between high- and low-
level enactment of tasks based on:• Classroom observations• Student work
• Giving feedback to teachers• Developing school improvement plans
for mathematics instruction
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Primary Conjecture: Shared Vision of High Quality Mathematics
Instruction• Coordination between district
administrative units• Curriculum and Instruction• Leadership• Research and Evaluation• English Language Learners• Special Education
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Coordination Between District Administrative Units
• District leaders’ view instructional improvement as a process of:• Supporting others’ learning• Disseminating information about
desired practices and pressing for compliance
• Extent to which mathematics specialists viewed as a valued resource
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Coordination Between District Administrative Units
• Relationship between “the line” and technical assistance departments
• Discourse of:• High-stakes accountability• Instructional improvement• Supporting others’ learning• Disseminating information and pressing
for compliance
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Research Team
Paul Cobb Tom SmithErin Henrick Kara JacksonGlenn Colby Annie Garrison Lynsey Gibbons Sarah GreenKarin Katterfeld Chuck MunterRebecca Schmidt Jonee Wilson