THE BIG PICTURE

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THE BIG PICTURE

• PART II

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IMPROVE LEARNING FOR ALL STUDENTS
TEACHER QUALITY
PROFESSIONAL DEVELOPMENT
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PROFESSIONAL DEVELOPMENTBIG IDEAS

• Reflect on steps of the model examined last week.
  Generate a list of 3 WORDS that capture the BIG
  IDEAS. (1 minute)
• Compare these words with those you generated last
  week (If you can find them!).
• Share any new words and explanation with one or
  two of your tablemates. (3 Minutes)

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Professional Development BIG IDEAS
ACTION
DATA
CHANGE
CONTENT
Results
COLLABORATION
ALIGNMENT
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COLLABORATION
Critical Mass
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Long-Range Effects Of Low-Scoring and
High-Scoring Teachers On Student Achievement
(Texas)
Mean District Score
Students Math Scores Above and Below the Mean
Grade Level in 1986
Source Ronald F. Ferguson, Evidence That
Schools Can Narrow the Black-White Test Score
Gap, 1997.
Source K. Haylock, Good Teaching Matters,
Summer 1998.
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TEACHERS WORKPLACE
GOALS

• COLLECTIVE
• Our School, our Students

• INDIVIDUAL
• Privacy
• Autonomy
• Me, my and mine

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TEACHERS WORKPLACE
COLLABORATION

• ISOLATION
• No sharing

• JOINT WORK
• Shared data - shared responsibility.

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TEACHERS WORKPLACE
TECHNICAL KNOWLEDGE

• PHENOMENOLOGY
• Attribution of problems to others, because my
  classroom is unique.

• BELIEF IN TECHNOLOGY
• Personal/Collective efficacy.
• There is a research base that will solve every
  problem.

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TEACHERS WORKPLACE
GOALS

• COLLECTIVE
• JOINT WORK
• BELIEF IN TECHNOLOGY

• INDIVIDUAL
• ISOLATION
• PHENOMENOLOGY

COLLABORATION
TECHNICAL KNOWLEDGE
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• teacher autonomy and isolation produce highly
  personalized forms of instruction and huge
  variations in teacher quality and effectiveness.
  In effect, each teacher is left to invent his or
  her own knowledge base unexamined, untested,
  idiosyncratic, and potentially at odds with the
  knowledge from which other teacher may be
  operating.
• Burney, D. (March 2004). Craft knowledge The
  road to transforming schools, PDK, p. 526

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COLLABORATION
Communities focused on instruction bring teachers
out of isolated classrooms and engage them in
structured ways to systematically explore
together the relationships between their teaching
and the learning of their students.
Developing Communities of Instructional Practice
Lessons from Cincinnati and Philadelphia by
Supovitz and Christman
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TIME
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TIME
PROTOCOLS
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TIME
PROTOCOLS
MONITORING
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