PD Research Discussion Summary
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Professional Development Research and Teacher Change: Implications for Adult Basic Education
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Discussion Summary
WORKING DRAFT ONLY!
The discussion began after one notable difference between adult literacy and K-12 professional development was raised: site-based or job-embedded professional development.
Job-Embedded Professional Development Cris gave a useful overview about job-embedded professional development:
- "The idea is that teachers from the same program come together in a group and look at a particular topic of interest over time. The difference is that, rather than getting trained “from the outside”, the teachers look at what are called “student artifacts”: student writings, student answers on assessments, students diagnostic evaluation of reading skills, etc. The point is first to focus on student learning, not on teachers’ teaching. What can a group of teachers learn from each other and from looking at student work that will give them ideas and strategies for improving instruction? Then, the teachers may go to the research, may call in an outside advisory to give them information about new approaches, may go on the internet, may read books or articles and then may decide on trying out a new plan of action. Teachers try it out in their classes, and then come back to the group with more student artifacts of how it worked." (#1346)
Marilyn shared the concept of a “master teacher” on site in the K-12 setting, where some of his/her time is freed up to help organize the job-embedded staff development, and she inquired whether anyone has tried this successfully. (1350) Cris mentioned a need for a generic training for master teachers that would help them learn some of the techniques, use artifacts, gain trust, move through a process of identifying strategies and applying them, and making improvements. (1355)
Jane underscored the issue of realistic expectations of broad-based teacher inquiry such as job-embedded professional development, and asks what program-level accommodations are needed to make it work. (1357)
A Practicum Approach
Joanne shared her experience with a “practicum” approach, similar in many ways to peer coaching or mentoring as Susan later noted. In a practicum approach, the experienced teacher/trainer demonstrates a technique in the instructor’s classroom, then debriefs with the instructor afterwards. Benefits include observing the technique, customizing the PD in-the-moment, and direct application for new learning. -- Also offered to other programs as a seminar or workshop series. (1352). Joanne shared an example from practice (1354). Cris noted the value of the teacher then being observed by the facilitator or by other teachers, in addition to being the observer (1359). Joanne elaborated on the model, whereby teachers may jump into the demo; or where, in the seminar or workshop model, teachers are active participants in planning and designing their own learning.
Job-Embedded vs. Practicum
- Job embedded assumes a group of teachers working together; the facilitator moves the process and is not “content expert.”
- Mentoring/coaching is usually one-to-one
- Mentor teacher groups: one experienced teacher was trained to be a “mentor” to five teachers, and the teachers all met BOTH with each other in a group and one-on-one with the mentor.
Freeing up Teachers’ Time
One “key hurdle” of a job-embedded approach is to find the program monies to free up teachers’ time to meet on a regular basis. Cris noted AALPD’s work in this arena, advocating for more funding for paid professional development release time. (www.aalpd.org). She noted that the field has a long way to go to ensure a minimum amount of professional development for all teachers, regardless of how part-time their status is. Funding obstacles include states “mandating” professional development but not providing sufficient funds to back up the mandate (!).
Peer Coaching and Peer Mentoring
Susan discusses the similarities of the practicum approach to peer coaching or mentoring (though she does not distinguish between the two). Susan raises several practical questions for the approaches, which subscribers enthusiastically offered solutions and resources:
- Choosing mentors/coaches
- Keeping “supervision” and “evaluation” out of the professional development model
- Utilizing the model in a community college setting where this would be the exception, not the norm
- Paying coaches and mentors (1358)
The Socorro Example
Peer coaching offsets the “this won’t work with my students!” concern of teachers who are reluctant to implement changes based on what they learned in professional development (1360). Heide shared an example of a coaching model that differentiates a bit from what is traditionally known. Ongoing professional development sessions utilize demonstration lessons, and then they are supplemented by coming into the classroom and video taping a class. The facilitator works with the teacher to develop the lesson plan, using strategies discussed during the training. The ESL students are involved in the video production, and have a say in what is taped and when. Students are involved in demonstrating the teaching strategy by being active participants in the teaching and recording process. Videos start off about an hour in length, then are edited down to about 5 minute clips that the teachers then can use when they present their learning at conferences. Videos are discussed with other local teachers, providing the local professional development experience. (1360)
Resources Shared During the Discussion:
From Meredith: The Teaching Perspectives Inventory (http://teachingperspectives.com/) can help you collect your thoughts and summarize your ideas about teaching. It can be useful in examining your own teaching as well as helping clarify the teaching views of other people.
From Susan Fish: Steven Barkley, Quality Teaching in a Culture of Coaching
From Joanne: The Teaching Gap. “-- Research based and good observations of US educators' misperceptions of their own application of new PD learning.”
From Cris: Mentor Teacher Group guide: http://www.ncsall.net/?id=1015
