posted by:
|
Brian Drayton
on June 14, 2000
at 3:46PM
|
subject:
|
Summary of discussion, "Exploring a case study with Kay Merseth."
|
This discussion ran from May 15 through June 2, and attracted 15 posts from 18 participants, and two moderators. The discussion was intended to continue a discussion of Kay Merseth's case study of a district implementing reforms in curriculum and instruction. This case, which was also used during the PI meeting in January, directed readers' attention to several players in the district, at a moment of crisis in the implementation of the professional development program for teachers. Postings to our discussion focused primarily on issues relating to teachers' content knowledge and professional development. This summary will not attempt a chronological account, and we encourage you to go to the archives on the site to read the full messages, and perhaps carry on the dialogue through email.
1. Teacher content knowledge and "readiness" for pedagogical change.
Teachers' content knowledge is a very important factor in their ability to implement the kinds of pedagogy envisioned in the reform. In the case study, the teacher in the spotlight was frustrated in part by her inability to work with students' thinking as they worked on mathematical meanings. The transition from a more algorithm-based approach to learning was confusing, and raised issues of content that the teacher had not anticipated -- but the issues hadn't been addressed in the professional development, either.
"We have really wrestled with the science content issue. In order to teach in an inquiry manner, even guided inquiry, a teacher must have a reasonable comfort level with the content presented. The teacher must be ahead of the students."
In implementing a new curriculum, teachers often need to acquire new knowledge as they are trying the materials out in the classroom for the first time. Although there are drawbacks to this approach, participants in the discussion spoke of the value of learning in the classroom context:
"I think it is imperative to teach the content along with the pedagogy."
"I believe and I think we have good evidence (at least in mathematics), that exemplary curricula provide excellent vehicles in which to embed learning about new content for teachers. There are several advantages of this, the most important of which is that the professional development is and feels job-embedded if not temporally at least in terms of the task itself). Teachers are learning about (and through) the curriculum material that they will teach. This is experienced by many teachers, in my experience, as highly legitimate professional development - as career affirming rather than professionally demeaning."
"Of course, with reference to the case study itself, the rub is often how decisions about curricula are made and then about the quality (and attitude) of the professional developers. But using learning about exemplary curricula as a vehicle for learning new content seems like a powerful modus operandi."
2. How to create good, sustained professional development for teachers? This theme appeared in several aspects. First, who decides "what the teachers need"? Second, what approaches are most effective for really helping teachers work their way into a new pedagogy while learning the new curriculum? Third, how do we change the culture of schools to incorporate long-term or "chronic" professional development?
"I see more clearly that decision about professional development are best made in close collaboration between teachers and professional developers. This may be obvious. However, it appears less obvious how to balance the unique expertise of professional developers and teachers in planning a comprehensive approach to professional development. The studies show that it is not sufficient for professional developers to come to know teachers in the context of their day-to-day work; they must also critically confront teachers regarding their improvement efforts. This suggests hat professional developers need to think about how they will manage the tension between developing interpersonal trust and assisting teachers to move to higher levels of accomplishment. And finally, I was struck by the fact that professional development changed dramatically during the third year in both middle school sites. (Our project is in its third year.)"
" many teachers believe they should do professional development while "on duty". In reality, very few professions provide training "on the clock" .One main difference is that the professional development [in other professions] is valued and important to their work, and is seen as critical to maintaining competency. There is also trust that someone else in authority has researched the evidence and deemed the training consistant with what improves practice. Why is this not so with education? Is it a question of whose burden it really is?"
" we really need to shift to another type of PD which will address the needs on site in classrooms. but we still need to include ways to orient new teachers to the kits. A mentoring setting would be ideal, but Stein's article also points to the problems of expecting the experienced helping the inexperienced without time for their own growth. We are encouraging study groups on student work-- we will know more in the next year."
" the time that teachers have to network with each other over content or pedagogy is invaluable. However, when the going got a little tough the realities of the classroom prevailed. Maybe an intense summer institute followed by in-class support throughout the academic year would have been the better choice given the high stakes of the implementation and the newness of the innovation?"
"Long term professional development in itself is new to most schools."
"Are we expecting too much from teachers. In our LSC, we have expected that with quality workshops that embed mathematical content learning in a instructional format similar to what we would like to see in their classrooms, teachers classrooms would be transformed. Not so. Visiting classrooms tends to be a depressing experience. Many teachers who "talk the talk", do not seem to really understand that they are not pushing students to think."
3. Finally, how do we train and help professional developers grow as part of this reform?
"I am thinking about how we prepare "professional developers " and can we really expect classroom teachers to take the lions share of this role without changing what it is we expect them to do as professional educators?"
"It seems that resource partners who develop relationships with a teacher that allows for modeling of teaching and constructive criticism in the teacher's classroom has the greatest potential for helping teachers reflect on their teaching"
4. All of these major themes, plus others, were embedded in messages that often provided thoughtful reflection on the specific challenges facing particular LSC projects. You are encouraged to go to the site and read the full messages.
The case study approach was felt to have real potential for the future on LSC-Net, as well as in other venues.
|
|