Annual Report Overviews

Annual Report Executive Summary

This question directly examines the impact of LSC professional development on classroom practices. The 118 classroom observations conducted during the 1996-1997 school year, along with interview and questionnaire data, form the basis for responding to the extent to which classroom practices in science and mathematics are aligned with the LSC vision.

Synthesis ratings of science and mathematics classroom observations. These ratings provide an overall view of the extent to which teachers are implementing "best practices" instruction in mathematics and science. Observation ratings were disaggregated into LSC trained and not trained groups. Summary data for science and mathematics appear in Tables 4 and 5.

Perusal of these tables reveals that LSC trained teachers' lessons rated higher than not trained teachers in all areas related to lesson quality in both mathematics and science. LSC training appears to be impacting the quality of science lessons to a greater extent than mathematics lessons, as evidenced by a pattern of higher mean ratings for LSC trained science teachers in Table 4. This may be in part due to the fact that science training started the year prior to LSC funding.

Additional conclusions. Other important differences between LSC trained and not-trained teachers regarding science instruction that may be attributable to LSC professional development are:

• Student activities in LSC trained teachers' classrooms were rated as significantly more investigative and collaborative in nature than those in not trained teachers' classrooms.

• Significantly more LSC trained teachers (64%) report teaching science at least three days in a five day period than not trained teachers (43%).

• Significantly more LSC trained teachers (37%) report spending time teaching physical science in their last lesson than not trained teachers (14%).

• Significantly more LSC trained teachers than not trained teachers report frequent student engagement in activities aligned with current knowledge of "best practices" science including: sharing ideas and solving problems in small groups; designing and implementing their own experiments; working on extended investigations; and alternative types of assessment such as open-ended test questions and performance tasks.

Information gathered relating to classroom practices in mathematics reveal:

• LSC trained teachers' lessons (62%) were rated as significantly more likely to enhance students' understanding of important mathematics concepts than not trained teachers' lessons (33%).

• More LSC trained teachers were rated as being sensitive to students' prior knowledge, developmental levels, and issues of access, equity and diversity than not trained teachers.

• Observed mathematics content in LSC teachers' classrooms did not reflect balanced attention to all of the California Framework's content strands. The most frequently observed content areas were number (60%) and computation (26%).

• LSC trained teachers report their students frequently engage in instructional activities that represent a balance between traditional and reformed instruction. (practice routine computations = 68%, review homework or worksheet assignments = 76%, work in cooperative groups = 87%, and engage in hands-on activities = 83%)

Overall, the LSC project appears to be having an important impact on the quality of classroom instruction. Lessons of LSC trained teachers were consistently rated as more reflective of best practices instruction in mathematics and science than not trained teachers lessons. Furthermore, many teachers frequently report using instructional strategies aligned with the LSC vision of effective instruction.

A large number of stakeholders were included in the creation of the LSC visions for Fresno Unified School District, including district administrators, teachers, principals, and parents. FUSD has attempted to create an environment supportive of the LSC vision for exemplary science and mathematics education. Highlights include:

• Teachers report they have begun to develop collegial relationships. At this time, stronger collegial relationships exist for teachers who have received LSC science rather than mathematics professional development.

• In general, teachers feel supported by their principals in both mathematics and science instruction. For example, LSC trained teachers report feeling supported by their principals as they implement national standards (mathematics = 81%, science = 91%) and innovative instructional practices (mathematics = 83%, science = 88%).

• According to the mathematics and science departments, FUSD's adopted mathematics and science K-8 curriculum and standards are aligned with state and national standards.

• Because of increased high school graduation requirements in mathematics and science, teachers and administrators place more importance on high-quality science/mathematics instruction for all students at all grade levels.

Support for the LSC vision at this point is still "patchy". Areas where improvements are needed include:

• Teachers report very little parental involvement and support except for attendance at parent teacher conferences (mathematics = 78%, science = 85%) with LSC trained teachers in general reporting more parental involvement and support.

• Forty-seven percent (47%) of LSC trained teachers report parents are frequently voicing support for traditional mathematics instruction.

• Both mathematics and science teachers report several barriers to effective instruction including lack of time to plan and work with other teachers at the school site, district testing practices, and a lack of consistency between district reform efforts.

• Support for the LSC vision from the community, including business and university partners, has been limited.

Various aspects related to the supportiveness of the context for exemplary mathematics and science instruction were also investigated. Areas of strength include (a) fairly high levels of collegiality between teachers, especially in science; (b) LSC trained teachers feeling many district policies and practices are aligned with the LSC vision; and (c) comparisons between 1996-1997 and 1995-1996 questionnaire data reveal a positive shift regarding the supportiveness of context in many areas related to implementing effective mathematics and science instruction.

FUSD's overall continuum rating for supportiveness of context is a "3". The district is "transitioning to a supportive context." Currently, some policies and practices are aligned with the LSC vision. Others seen as barriers to effective instruction are attempting to be modified. Widespread support for the LSC vision at this point is still inconsistent.

Because the LSC project is currently only in its second year of funding, discussions of sustaining and institutionalizing science/mathematics professional development have not been a focal point of this year's plans and activities. Even so, some formal and informal efforts have been made to address these issues with many of them in the early planning stages.

The district has long maintained an Instructional Support Services division, for the purpose of enhancing and developing the quality of education in Fresno schools. Subject area coordinators, including mathematics and science, have been appointed to oversee district professional development. These departments provided professional development prior to LSC funding and will continue to do so in the future.

Evidenced by a successful implementation plan and high ratings of professional development sessions, FUSD has the capacity to plan and deliver high-quality mathematics and science professional development. Existing structures and resources that will sustain reform efforts include:

• The mathematics and science coordinators, whose positions are funded out of the district's operating budget, are recognized locally and at the state and national levels as leaders of mathematics and science reform.

• The district utilizes resources such as State Bill 1882 staff development days and the Center for Professional Development to provide high-quality science/mathematics professional development.

• LSC funding has enhanced FUSD's reputation as a district that values science and mathematics reform. As a result of this, securing additional grant funding and attracting well-known science and mathematics education experts will be easier in the future.

While opportunities to develop leadership capacity exist for classroom teachers, more effort in this area would expand teacher involvement in leadership activities. The district needs to continue exploring options for providing teachers with incentives and opportunities to continue improving the quality of mathematics and science instruction after the LSC funding period has passed.

The key strength of Fresno Uunified School District's Local Systemic Change project is the overall quality of the professional development and its' effectiveness in encouraging movement among teachers' attitudes, beliefs and instructional practices toward the LSC vision of exemplary science and mathematics instruction. Professional development sessions were rated highly on many quality indicators including overall design, implementation, and culture. Most mathematics and all science professional development sessions were viewed by the observers as being highly successful at preparing teachers to plan and implement exemplary instruction.

Data gathered from participant evaluations and information reported in interview and questionnaires indicate that teachers are generally satisfied with their science and mathematics professional development experiences. The consistent pattern of differences between LSC trained and not trained teachers in classroom observation, interview and questionnaire data imply that LSC professional development is having a large impact on classroom instruction and teachers' attitudes and beliefs.

Challenges. Based on a synthesis of the available data and discussions with the PI and LSC project staff, several challenges were identified for the coming year. They include:

• Inservicing the large numbers of teachers scheduled for mathematics and science professional development in 1997-1998 as part of the FUSD's three-year professional development implementation cycle.

• Increasing support for standards-based mathematics instruction among K-8 teachers.

• Discovering ways to provide teachers with more time to reflect on their professional development experiences and work with other teachers at their school sites to plan and implement effective instruction.

• Providing the means to enhance the leadership capacity of more teachers not simply lead teachers.

• Increasing community support, including parents, for the LSC vision for exemplary science and mathematics instruction.

• Increasing levels of active support for the LSC vision among site-level administrators.

Recommendations. Finally, careful evaluation of all the available information regarding LSC project activities leads to recommendations regarding (a) professional development design and implementation, (b) increasing support for the LSC vision, and (c) sustaining a high-quality professional development system.

Recommendations for professional development include:

• Provide more structured opportunities for teachers to reflect on experiences, share with other teachers, and prepare at their school sites to implement exemplary science and mathematics instruction (e.g. peer coaching and observation of lead teachers).

• Expand opportunities for more teachers to develop the leadership capacity that will help to sustain long-term changes in instruction and high quality professional development systems.

• Continue to emphasize a standards-based approach to mathematics instruction and explore options to increase teacher "buy-in" for mathematics reform.

• Increase pedagogical and content expertise in mathematics and science among teachers and administrators.

Recommendations to increase levels of support include:

• FUSD needs to develop vehicles to better communicate the LSC vision to parents and community.

• District personnel need to forge more connections between science/mathematics reform and literacy reform efforts. Designation of one assistant superintendent as responsible for both literacy and USI/LSC activities as of October 1997 is a step in the right direction.

• LSC project staff need to consider alternative ways to provide science/mathematics professional development to site-level administrators. Examples of this might include: incorporating science/mathematics instruction in the district's Program Quality Review (PQR), requiring site administrators to attend LSC professional development sessions, and training principals in use of the classroom observation protocol for use in evaluating teachers at their school sites.

• Utilize alternative assessment methods which are part of the LSC vision of exemplary science/mathematics instruction, as an integral rather than peripheral part of measuring students achievement.

Recommendations to sustain high-quality professional development include:

• FUSD should continue to seek grant funding supporting science and mathematics reform.

• FUSD should maintain current science and mathematics standards and increased science and mathematics high school graduation requirements.

• FUSD should continue to develop internal leadership of science and mathematics reform efforts from within the cadre of classroom teachers.

Fresno Unified School District's Local Systemic Change project is currently in the heaviest phase of professional development in the life of the initiative. A large number of quality professional development sessions are being conducted, resulting in a generally positive movement in classroom practices. Concomitantly, several important barriers to reform continue to exist, prompting continued planning and implementation in some part of every facet of the teacher enhancement project. Fresno Unified appears prepared to face these challenges honestly, with a strong support cast of key staff. This ability to critically self-examine challenge areas is expected to make the project even stronger and healthier. The 1997-1998 school year opens with these strengths and opportunities to grow.