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‘Q uality of an education system cannot exceed the quality of its teachers ’.

Enhancing Teacher Practice: Learning About Teacher Learning Presented at : National Institute of Education, Singapore Date: 3 June 2015 Presented by : Mary George Cheriyan (Chair) Masturah Bte Aziz Foo Ling Ling Tan Yen Chuan Tan Poh Poh Angela.

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‘Q uality of an education system cannot exceed the quality of its teachers ’.

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  1. Enhancing Teacher Practice: Learning About Teacher LearningPresented at: National Institute of Education, SingaporeDate: 3 June 2015Presented by:Mary George Cheriyan (Chair)MasturahBte AzizFoo Ling LingTan Yen ChuanTan PohPoh Angela

  2. ‘Quality of an education system cannot exceed the quality of its teachers’. The 2007 report (Barber and Mourshed, 2007) by international consulting group McKinsey and Company. Reflected in more than 100 similar studies, including those conducted by: Cochran-Smith, 2001; Darling-Hammond and Bransford, 2006; Goodwin, 2008. * 2

  3. Symposium Overview

  4. Prof Learning Community Job-embedded ‘Shared conception of good teaching’/ ‘shared vision’ Prof growth: novice acquires behaviours & practices of experts Reflective dialogue Mutual support Adapted from PLCs: Key Themes From Literature, Feger & Arruda, 2008)

  5. Prof Culture

  6. Reflective Practice EFFECTIVE REFLECTIVE PRACTICE Frame & Reframe situation (Schon, ) Action Wisdom-in-Action: Knowledge & Understanding of practice Teacher professionalism ..prof knowledge for teaching must be storable and shareable like in other fields.. (Hiebert, Gallimore, Stigler, 20020 Articulation of professional knowledge Responsiveness to student needs

  7. 3 levels of teacher knowledge and inquiry (Cochran-Smith & Lytle, 1999)

  8. Prof Culture Teacher Professionalism

  9. How Professional Learning Communities (PLC) contributes to Teacher Practice: A Lit ReviewPresented at: Redesigning Pedagogy Conference 2015 03 June 2015Presented by: Masturah Abdul Aziz

  10. Objective of Review • To critically review research and theories on the impact of professional learning communities (PLCs) on teaching practice and student learning • To summarize current findings and trends relating to PLCs and teaching practices • To provide insights into how PLCs can benefit teaching practice and recommended research areas surrounding the topic * 11

  11. Conceptual Definitions • Professional learning community • Teacher practice * 12

  12. Professional Learning Communities (PLCs) • Basis of professional learning communities: • teachers learning by examining their own practice • In the process, learning to contribute to teacher reform initiatives and participate in local and national positions of teacher leadership (Lieberman & mace, 2009)

  13. Teacher Practice • Teacher interaction and use of common pedagogical tools to work on what is considered to be common problems (see Grossman, Wineberg, & Woolworth, 2001; Horn, 2005) • more than just individual skills or best practices: • Practice of teaching encompass adopting the identity of a teacher (Lampert, 2009).

  14. Context Teachers at the Heart of Educational Reform • Teachers are necessarily at the center of reform • effective educational reform in schools requires teacher motivation and action to transform knowledge into practice (Cuban, 1990; Hord, 1997)

  15. Context Teacher Professional Development • learning of the practice and the acquisition of teacher identity goes hand in hand (Wenger, 2003; Lampert, 2009) → teacher professional development is a major focus of systemic reform initiatives (Corcoran, 1995; Corcoran, Shields, & Zucker, 1998).

  16. Context Importance of PLCs • in order for teachers to be successful in creating and assimilating new roles, they require opportunities to participate in “a professional community that discusses new teacher materials and strategies and that supports the risk taking and struggle entailed in transforming practice” (MacLaughlin & Talbert, 1993, p. 15).

  17. Scope • No of articles chosen for review: 30 • Focus: School-based professional learning communities; in-service professional development programs with a focus on “community” • “Inquiry community” • “Teacher Professional Community” • “Community of Learners” • “Community of Practice”

  18. Types of Literature Reviewed • Empirical Data • Qualitative • Quantitative • Mixed-methods • Theoretical concepts • Majority of papers from US & UK with a few in Asian & South Pacific context (e.g. Australia, NZ, China & Singapore)

  19. Areas of Focus: • How does PLCs impact teaching practices and student outcomes? • Is there an established link between participation in a PLC and improvement in teaching practices? • What are the characteristics of well-developed PLCs which aim to improve teaching practices? • What are the significant trends in the literature? • What are the limitations and gaps in the literature?

  20. PLCs & Impact on Teaching Practices 1. How does PLCs impact teaching practices and student outcomes?

  21. PLCs & Impact on Teaching Practices • PLCs can enable job-embedded, collaborative learning and engender reflective practice • “job-embedded learning” • being actively engaged in learning • concept is also primarily how teachers learn on the job from their colleagues. (Ingvarson, Meiers & Beavis , 2010; Parise & Spillane, 2010)

  22. PLCs & Impact on Teaching Practices • Teacher Collaboration • When teachers collaborate to address important instructional issues, teaching and learning may be enhanced (e.g., Crow & Pounder, 1997; Goddard & Heron, 2001; Putnam & Borko, 1997). • Teaming and appointing teacher leaders (Drago-Severson, 2007 in Parise & Spillane, 2010).

  23. PLCs & Impact on Teaching Practices • Teacher Collaboration • (Goddard & Goddard, 2007) HLM analyses in study showed that students attained higher achievements in schools characterized by higher levels of teacher collaboration for school improvement

  24. PLCs & Impact on Teaching Practices • Teacher Collaboration • (Ingvarson, Meiers & Beavis, 2010) Blockwise regression analyses in study showed that • Most important influence on impact on teacher practice are the opportunities for active learning and reflection on practice • Significance of professional community as a mediating variable on the impact of knowledge and practice

  25. PLCs & Impact on Teaching Practices 2) Collegiality • (Meirink et al, 2010) Results show that interdependance in the working relationships within teams play a key role in teacher learning. → Collaboration builds collegiality and creates awareness that teachers are producing knowledge themselves as well as gaining it from others. (Lieberman & Pointer-Mace, 2009)

  26. PLCs & Impact on Teaching Practices • Professional Discourse/Dialogues/Conversations • Elevating tacit knowledge (in Hammond, et. al 2009) • (Showers & Joyce, 1996) found that coaches/mentors may play an important role in facilitating teachers’ on the job learning opportunities

  27. PLCs & Changes in Teaching Practices • Is there an established link between participation in a PLC and improvement in teaching practices?

  28. PLCs & Changes in Teaching Practices • (Garet et al, 2001) large scale quantitative study found that activities which are linked to teachers’ other experiences, aligned with other reform efforts and encouraging of professional communication among teachers appear to support change in teaching practices

  29. PLCs & Changes in Teaching Practices • Changes in teaching practices is hinged on sustainable improvement • Significantly related to opportunities to learn, active learning, follow-up and feedback, deprivatisation of practice (Ingvarsonet al, 2005) • PLCs may contribute to a shared professional culture • Retainment of knowledge and sustaining changes in practice over time • common understanding of instructional goals, methods, problems and solutions. (Talbert & Mclaughlin, 1993; Garet et al, 2001)

  30. PLCs & Changes in Teaching Practices • Need for schools to envision itself as a knowledge-based or knowledge intensive community that recognizes that the principal source of innovation in organizations is knowledge or ‘intellectual capital.’ (Hogan & Gopinathan, 2008; CERI/OECD, 2000, 2004)

  31. Effective PLCs • What are the characteristics of well-developed PLCs which aim to improve teaching practices?

  32. Effective PLCs • (Aubusson et al, 2007) Mixed methods study defines factors that promoted the development of mature professional learning communities in 82 schools they studied: • Dedicated time to converse • Enquiry focus • Shared pedagogy • Shared ownership and leadership • (Meirink et al 2010) Similar findings on teacher collaboration in teams: “Merely exchanging ideas not enough, teachers in teams should be stimulated by their leaders and coaches to experiment with alternative teaching methods in their practices in such a way that it contributes to solving a shared problem “(Meirink et al 2010, pg 176)

  33. Effective PLCs This form of professional learning happens when • Schools are characterized by • Shared goals and sense of direction, • a broad collective responsibility for teaching and learning, • a shared commitment to de-privatized practice, • Teachers engage in systematic inquiry, professional dialogue and collective collaboration • Teachers develop expertise which is regarded as a collective good rather than the private property of teachers and which is based in knowledge shared and developed through collaboration (Elmore, 2004b; Fullan, 2007; Hargreaves, 2003; McLaughlin & Talbert, 2006 in Hogan &Gopinathan, 2008).

  34. Effective PLCs • schools characterized by high levels of successful pedagogical innovation and student performance encompass ‘a collaborative community of practice in which teachers share instructional resources and reflections’ McLaughlin and Talbert (2001, p. 22)

  35. Trends, Gaps & Future Research Directions • What are the significant trends in the literature? • What are the limitations and gaps in the literature?

  36. Trends, Gaps & Future Research Directions • Generally a good variation in research methodology employed: substantial number of quantitative and qualitative methods, with a few mixed-methods designs • Majority are self-reports; those which are mixed-methods tend not to be perception studies • Findings are relatively in alignment to theoretical concepts • Findings are also aligned across perception studies and other research design studies

  37. Trends, Gaps & Future Research Directions • more empirical investigation into the extent of impact of PLCs on teacher practice is needed • More empirical data which is not based on self-reports are also needed in this area

  38. Trends, Gaps & Future Research Directions • Teacher education systems need to prepare future teachers to be active members of professional learning communities in schools (Hogan &Gopinathan, 2008)

  39. Conclusion • positive impact of professional learning communities on teacher practice and student outcomes • nature and development are shaped by institutional supports, distributive leadership, and teachers' own initiative. • More research efforts are needed in this area

  40. References • Crow, G., & Pounder, D. G. (1997). Faculty teams: Work group enhancement as a teacher involvement strategy. In annual meeting of the American Educational Research Association, Chicago, IL. • Goddard, Y. L., & Heron, T. E. (2001). The consultation process. TE Heron & KC Harris, The educational consultant: Helping professionals, parents, and mainstreamed students, 3-37. • Goddard, Y., Goddard, R., & Tschannen-Moran, M. (2007). A theoretical and empirical investigation of teacher collaboration for school improvement and student achievement in public elementary schools. The Teachers College Record, 109(4), 877-896. • Meirink, J. A., Imants, J., Meijer, P. C., & Verloop, N. (2010). Teacher learning and collaboration in innovative teams. Cambridge Journal of Education, 40(2), 161-181. • Aubusson, P., Steele, F., Dinham, S., & Brady, L. (2007). Action learning in teacher learning community formation: informative or transformative?. Teacher Development, 11(2), 133-148. • Ingvarson, L., Meiers, M., & Beavis, A. (2005). Factors affecting the impact of professional development programs on teachers' knowledge, practice, student outcomes & efficacy.

  41. References • Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American educational research journal, 38(4), 915-945. • Lieberman, A., & Pointer Mace, D. H. (2009). The role of ‘accomplished teachers’ in professional learning communities: uncovering practice and enabling leadership. Teachers and Teaching: theory and practice, 15(4), 459-470. • Parise, L. M., & Spillane, J. P. (2010). Teacher learning and instructional change: How formal and on-the-job learning opportunities predict change in elementary school teachers' practice. The Elementary School Journal, 110(3), 323-346. • Hairon, S., & Dimmock, C. (2012). Singapore schools and professional learning communities: Teacher professional development and school leadership in an Asian hierarchical system. Educational Review, 64(4), 405-424. • Sargent, T. C., & Hannum, E. C. (2009). Doing more with less: Teacher professional learning communities in resource-constrained primary schools in rural China. Journal of Teacher Education, 60(3), 258–276. doi:10.1177/0022487109337279 • Chai, C. S., & Tan, S. C. (2009). Professional development of teachers for computer-supported collaborative learning: A knowledge-building approach. The Teachers College Record, 111(5), 1296-1327.

  42. References • Lieberman, A., & Pointer-Mace, D. (2009). Making practice public: Teacher learning in the 21st century. Journal of Teacher Education. • Hogan, D., & Gopinathan, S. (2008). Knowledge management, sustainable innovation, and pre‐service teacher education in Singapore. Teachers and Teaching: theory and practice, 14(4), 369-384. • Lieberman, A., & Pointer-Mace, D. (2009). Making practice public: Teacher learning in the 21st century. Journal of Teacher Education. • Hord, S. M. (1997). Professional learning communities: Communities of continuous inquiry and improvement. • McLaughlin, M. W., & Talbert, J. E. (1993). Contexts that matter for teaching and learning: Strategic opportunities for meeting the nation's educational goals.

  43. References • Buysse, V., Sparkman, K. L., & Wesley, P. W. (2003). Communities of practice: Connecting what we know with what we do. Exceptional children, 69(3), 263-277. • Darling-Hammond, L., & McLaughlin, M. W. (1995). Policies that support professional development in an era of reform. Phi delta kappan, 76(8), 597-604. • Hindin, A., Morocco, C. C., Mott, E. A., & Aguilar, C. M. (2007). More than just a group: Teacher collaboration and learning in the workplace. Teachers and Teaching: theory and practice, 13(4), 349-376. • Lampert, M. (2009). Learning teaching in, from, and for practice: What do we mean?. Journal of Teacher Education, 61(1-2), 21-34. • Putnam, R. T., & Borko, H. (2002). What do new views of knowledge and thinking have to say about research on teacher learning. Teaching, learning and the curriculum in secondary schools: A reader, 38-45. • Thompson, S. C., Gregg, L., & Niska, J. M. (2004). Professional Learning Communities, Leadership, and Student Learning. Research in Middle Level Education Online, 28(1).

  44. References • Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher education, 24(1), 80-91. • Guskey, T. R. (2000). Evaluating professional development. Corwin Press. • Kimball, S. M. (2002). Analysis of feedback, enabling conditions and fairness perceptions of teachers in three school districts with new standards-based evaluation systems. Journal of Personnel Evaluation in Education, 16(4), 241-268. • Teddlie, C., & Reynolds, D. (Eds.). (2000). The international handbook of school effectiveness research. Psychology Press. • Kyriakides, L., Creemers, B. P., & Antoniou, P. (2009). Teacher behaviour and student outcomes: Suggestions for research on teacher training and professional development. Teaching and Teacher Education, 25(1), 12-23. • Cuban, L. (1990). Reforming again, again, and again. Educational researcher, 19(1), 3-13. • Corcoran, T. C. (1995). Transforming professional development for teachers: A guide for state policymakers.

  45. Professional Learning Space in RGSPresented at: Redesigning Pedagogy Conference 2015 03 June 2015Presented by : Foo Ling Ling

  46. PLCs in RGS • Definition - Professional Learning Space (PLS) is a dedicated time for professional learning through discourse and collaboration. • Goal - The Adept Teacher (skillful, reflective and participatory) * 48

  47. Key Outcomes * 50

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