Job-embedded professional support for teachers

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Job-embedded professional support for teachers

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  1. Job-embedded Professional Support

    Slide 1 - Job-embedded Professional Support

    • Azrieli graduate school of education & administration
    • Doctoral program – spring 2015
    • Helping teachers improve through research-based growth practices
    • Joe Hirsch
    • Eitan Lipstein
    • Debbie Stone
    • Hal Levy
    • Shani Malitzky
  2. instructional rounds

    Slide 2 - instructional rounds

    • lesson study
    • self-audit
    • peer coaching
    • workshops
  3. Learn more

    Slide 3 - Learn more

  4. InstructionalRounds

    Slide 4 - InstructionalRounds

  5. Instructional Rounds

    Slide 5 - Instructional Rounds

    • Feedback system that evaluates performance against stated goals
    • Teacher teams (5-8) establish a problem of practice
    • Make rounds to each other’s classrooms
    • Debrief, describe, & discuss the observation
    • Make commitments based on collective feedback
  6. Debriefing questions are open and authentic

    Slide 6 - Debriefing questions are open and authentic

    • Observations are data-driven and aligned with a problem of practice
    • Every member of the rounds team makes professional commitments
    • Markers of success
    • Learn more
  7. BENEFITS

    Slide 7 - BENEFITS

    • drawbacks
    • Finding time for observations
    • Giving unbiased feedback
    • Determining the right teams
    • Deciding the role of supervisors
    • Iterative and non-evaluative
    • Inquiry-based
    • Data- and practice-driven
    • Teachers build capacity
    • Learn more
  8. Self-audit

    Slide 8 - Self-audit

  9. Self-audit

    Slide 9 - Self-audit

    • Teachers rate their own progress
    • using a performance rubric
    • Maintain reflection logs to record progress
    • Establish new goals based on recorded progress
    • Learn more
  10. Teachers retain autonomy over their professional growth

    Slide 10 - Teachers retain autonomy over their professional growth

    • Progress is measured and recorded
    • Video-analysis tools can reveal trends in teaching practice
    • Markers of success
    • Learn more
  11. BENEFITS

    Slide 11 - BENEFITS

    • drawbacks
    • Sticking with self-audits
    • Weak correlation between self-audits and improved practice
    • Best used in tandem with other growth strategies
    • Puts teachers in control
    • Self-guided and reflective
    • Personalized process
    • Written record of progress
    • Learn more
  12. Peer coaching

    Slide 12 - Peer coaching

  13. Peer

    Slide 13 - Peer

    • Coaching
    • Teachers engage in non-judgmental,
    • open dialogue
    • Discuss areas of mutual concern as equal partners
    • Teachers commit to refining their practice
    • Learn more
  14. Teachers maintain a co-dependent relationship

    Slide 14 - Teachers maintain a co-dependent relationship

    • Feedback is directed to a specific area of professional growth
    • Coaching occurs in a non-threatening, supportive environment
    • Markers of success
    • Learn more
  15. BENEFITS

    Slide 15 - BENEFITS

    • drawbacks
    • Finding time to meet
    • Overcoming culture of mistrust
    • Achieving faculty buy-in
    • Actualizing feedback
    • Teachers feel safe to share
    • Establishes trust
    • Focused on teacher practice
    • Teachers build capacity
    • Learn more
  16. Lesson study

    Slide 16 - Lesson study

  17. Lesson study

    Slide 17 - Lesson study

    • Group of teachers try to solve a common challenge
    • One teacher plans and teaches a lesson to solve the challenge
    • Rest of team observes lesson and takes notes
    • Lesson is discussed, revised & taught by another teacher
    • Process repeats until team reaches a common strategy/goal
  18. Teachers have strong working relationships

    Slide 18 - Teachers have strong working relationships

    • Teachers commit to the process of revision/adaptation
    • Teachers are receptive to collective reflection and critiquing
    • Markers of success
    • Learn more
  19. BENEFITS

    Slide 19 - BENEFITS

    • drawbacks
    • Logistics for observations
    • Not easy to reach consensus
    • Not a quick fix
    • Arranging effective groups
    • Increases collaboration
    • Emphasis on student learning
    • Promotes risk-taking
    • Driven by teachers
    • Learn more
  20. TeacherWorkshops

    Slide 20 - TeacherWorkshops

  21. Teacher workshops

    Slide 21 - Teacher workshops

    • Multiple forms and audiences
    • Job-embedded and “just in time”
    • Aligned with teacher practice and performance
    • Supervised and planned by administrators
    • Learn more
  22. Supported by research

    Slide 22 - Supported by research

    • Thoughtful, strategic roll-out
    • Evidence of learning is gathered and analyzed
    • Markers of success
    • Learn more
  23. BENEFITS

    Slide 23 - BENEFITS

    • drawbacks
    • Little room for teacher choice
    • Not personalized
    • Administrator-led
    • Not always job-embedded
    • Supports teaching practices
    • Promotes reflection
    • Encourages experimentation
    • Aligned with research
    • Learn more
  24. References

    Slide 24 - References

    • For further study
  25. Bambrick-Santoyo, P. (2013).  Leading effective PD: From abstraction to action.  Phi Delta Kappan, 94(7), 70-71.

    Slide 25 - Bambrick-Santoyo, P. (2013).  Leading effective PD: From abstraction to action.  Phi Delta Kappan, 94(7), 70-71.

    • Brookfield, S.D. (1995). Becoming a critically reflective teacher. San Fransisco: Jossey-Bass Publishers. 
    • Cajklr, W., Wood, P., & Norton, J. (2015). Teacher perspectives about lesson study in a secondary department. Research papers in education, 30(2), 192-213.
    • Chong, W.H., & Kong, C.A. (2012). Teacher collaborative learning and teacher self-efficacy: The case of lesson study. Journal of experiential education, 80(3), 263-283.
    • City, E. (2011). Learning from instructional rounds. Coaching: The new leadership skill, 69(2), 36-41.
    • City, E., & Elmore, R. (2009). Instructional rounds in education: A network approach to improving teaching and learning. Cambridge, MA: Harvard University Press.
    • Craft, A. (1996). Continuing professional development: A practical guide for teachers and schools. New York: Routledge.
    • Guskey, T., & Suk Yoon, K. (2009, March). What works in professional development? Phi Delta Kappan, 90(7), 495-500.
    • - Continued -
  26. Halvorsen, A., & Lund, A. (2013). Lesson study and history education. The social studies, 104, 123-129.

    Slide 26 - Halvorsen, A., & Lund, A. (2013). Lesson study and history education. The social studies, 104, 123-129.

    • Marzano, R. J., & Toth, M. (2013). Teacher evaluation that makes a difference: A new model for teacher growth and student achievement.   Alexandria, VA: Association for Supervision & Curriculum Development.   
    • Norwich, B., & Ylonen, A. (2015). A design-based trial of lesson study for assessment purposes: Evaluating a new classroom-based dynamic assessment approach. European journal of special education, 30(2), 253-273.
    • Rhodes, C., & Beneicke, S. (2002). Coaching, mentoring and peer-networking: Challenges for the management of teacher professional development in schools. Journal of in-service education, 28(2), 297-310.
    • Rich, P., & Hannafin, M. (2008). Decisions and reflections: Examining preservice teacher decision- making through video self-analysis. Journal of computing in higher education, 20(1), 62-94.
    • Ross, J., & Bruce, C. (2007). Teacher self- assessment: A mechanism for facilitating professional growth. Teachers and teaching, 23, 146-159.
    • Showers, B., & Joyce, B. (1996). The evolution of peer coaching. Educational leadership, 53, 12-16.
    • - Continued -
  27. Sullivan, S., & Glanz, J. (2005). Supervision that improves teaching: Strategies and techniques. Thousand Oaks, CA: Corwin Press.

    Slide 27 - Sullivan, S., & Glanz, J. (2005). Supervision that improves teaching: Strategies and techniques. Thousand Oaks, CA: Corwin Press.

    • Teitel, L. (2009). Improving teaching and learning through instructional rounds. Harvard education letter, 25(3).
    • Troen, V., & Boles, K. (2014). The power of teacher rounds. Thousand Oaks, CA: Corwin Press.
    • Van Diggelen, M., et. al. (2013). Teachers’ use of a self-assessment procedure: The role of criteria, standards, feedback, and reflection. Teachers and teaching, 19(2), 115-134.
    • Wong, K., & Nicotera, A. (2003). Enhancing teacher quality: Peer coaching as a professional development strategy. A preliminary synthesis of the literature.