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Sue Bluestein – Science/Mathematics Specialist

Developing and Sustaining Secondary Science and Mathematics Professional Learning Communities (6-12). Sue Bluestein – Science/Mathematics Specialist Anne Kennedy – Director, Science/Mathematics Education Science and Mathematics Education Resource Center

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Sue Bluestein – Science/Mathematics Specialist

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  1. Developing and Sustaining Secondary Science and Mathematics Professional Learning Communities (6-12) Sue Bluestein – Science/Mathematics Specialist Anne Kennedy – Director, Science/Mathematics Education Science and Mathematics Education Resource Center A Partnership of Educational Service District 112, WSU Vancouver and SW Washington Schools

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  3. Background on PRiSSMPartnership for Reform in Secondary Science and Mathematics • A 3 year project (2004-2007) • Funded through DOE - Title II Math/Science Partnership • Awarded by the Office of the Superintendent of Public Instruction • Thanks to the teachers and administrators in Evergreen (Clark Cty), Goldendale, Kalama, Klickitat, North Thurston, and Washougal school districts • Partners include ESD 112, ESD 114, WSU Vancouver

  4. Research There is only a sparse empirical database to inform teacher educators who make use of collaborative PD frameworks (Boroko, 2004; Wilson & Berne, 1999; Wilson, Floden, & Ferrini-Mudy, 2001) The emerging evidence does suggest that these initiatives can lead to effective, long-term teacher development (Grossman, Wineburg & Woolworth, 2001; Little, 2003; Palinscar et al., 1998)

  5. Research • Importance of engaging teachers in discourse communities or communities of practice that • are situated in teachers’ context • increase capacity by increasing knowledge skills and competencies; and the collective effectiveness of group • support dialogic inquiry • deprivatize practice

  6. Today’s Presentation • Explore how professional learning communities can support professional development for teachers of mathematics and science • Getting it started • What is a PLC? • What can I do with my staff tomorrow? • Doing the right work • Is the focus on learners and learning, teachers and teaching, and/or the nature of science and mathematics? • Keeping the momentum • What structures and processes facilitate PLC work? • What is the collaborative inquiry cycle and how is it used?

  7. Getting Started What is a Professional Learning Community?

  8. Text Based Protocol • Form groups of 3-4. Assign a time keeper and a facilitator. • Follow directions from Text Based Protocol: The Adaptive School, Chapter 3.

  9. PLC’s (DuFour & Eaker, 1998) • Shared mission, vision, and values • Collective inquiry with joint planning and coordinated action • Collaborative team • Action orientation and experimentation • Continuous improvement • Results orientation

  10. PRiSSM PLC’s • Teacher initiated inquiry that supports existing school improvement efforts • Focus is on high quality teaching and learning in mathematics and science • PLC work is complimented by coursework and study in areas of need identified by individuals and/or districts

  11. What can I do with my staff tomorrow? • Practice using protocols • Looking at student work • Reading protocol • Peer observation, student observation • http://www.vanderbilt.k12.mi.us/CES/Protocals1/sitemap.html • Build school culture • Trust building activities • Shared leadership (rotate meeting roles) • Norms of collaboration

  12. Developing Collaborative Groups How are norms currently established with your staff? • Turn to your elbow partner and share your experiences The Adaptive School: A Sourcebook for Developing Collaborative Groups Garmston & Wellman (1999) • Review 7 Norms of Collaborative work

  13. Doing the Right Work

  14. Keeping the Momentum • Collaborative Inquiry Cycle process • Necessary support structures

  15. Collaborative Inquiry Cycle Research Implementation Evaluation

  16. Develop a visionfor teaching & learning Research Implementation Evaluation

  17. Develop a visionfor teaching & learning Formulate inquiry question Research Implementation Evaluation

  18. How can we use WASL data/scores to improve student learning in science? • Will an increased command of mathematical & scientific language increase student achievement? • How can we construct learning activities that develop students conceptual understanding and communication?

  19. Develop a visionfor teaching & learning Formulate inquiry question Research Compare current practice to vision Implementation Evaluation

  20. Develop a visionfor teaching & learning Formulate inquiry question Research Compare current practice to vision Study strate-gies to adopt Implementation Evaluation

  21. Develop a visionfor teaching & learning Formulate inquiry question Research Compare current practice to vision Study strate-gies to adopt Implementation Evaluation Develop consen-sus for adoption

  22. Develop a visionfor teaching & learning Formulate inquiry question Research Compare current practice to vision Study strate-gies to adopt Implementation Evaluation Develop consen-sus for adoption Devise implementation plan

  23. Develop a visionfor teaching & learning Formulate inquiry question Research Compare current practice to vision Study strate-gies to adopt Implementation Evaluation Develop consen-sus for adoption Develop plan to monitor implementation Devise implementation plan

  24. Develop a visionfor teaching & learning Formulate inquiry question Research Compare current practice to vision Study strate-gies to adopt Implementation Evaluation Teach & collect data Develop consen-sus for adoption Develop plan to monitor implementation Devise implementation plan

  25. Develop a visionfor teaching & learning Formulate inquiry Question Research Compare current practice to vision Analyze data Study strate-gies to adopt Implementation Evaluation Teach & collect data Develop consen-sus for adoption Develop plan to monitor implementation Devise implementation plan

  26. Develop a visionfor teaching & learning Derive implications for changing practice Formulate inquiry question Research Compare current practice to vision Analyze data Study strate-gies to adopt Implementation Evaluation Teach & collect data Develop consen-sus for adoption Develop plan to monitor implementation Devise implementation plan

  27. Develop a visionfor teaching & learning Derive implications for changing practice Formulate inquiry question Research • Time Minimum • 3 year plan and regular meetings • Coordination • with existing initiatives • Norms • Meeting protocols • Facilitation Compare current practice to vision Analyze data Study strate-gies to adopt Implementation Evaluation Teach & collect data Develop consen-sus for adoption Develop plan to monitor implementation Devise implementation plan

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