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2013 CSOTTE Fall Teacher Education Conference
Conference Theme: Forging the Future: Shaping Teachers and
Students through Collaboration and Research
PDK Emerging Leader
• The PDK Emerging Leader program recognizes top educators under age 40 from around the world for their leadership.
• A committee made up of PDK’s past Emerging Leaders selects honorees from a competitive field of applicants, based on their outstanding professional accomplishments.
• In addition to being honored at an event in Washington, D.C., honorees also have the opportunity to be published by PDK, apply for grants, and participate in PDK initiatives.
Source: http://pdkintl.org/
Teaching in the 21st Century
"Teachers should be trained for a student-‐centered classroom and how they can help
organize resources for students." Yong Zhao, presidential chair and associate dean for Global Education in the
College of Education at the University of Oregon
"Twenty-‐first-‐century learning means that students master content while producing, synthesizing, and evaluating information
from a wide variety of subjects and sources with a understanding of and respect for
diverse cultures." Barnett Berry, Founder and CEO Center for Teaching Quality (CTQ)
“Efforts to manage instruction through top-‐down prescriptions rather than the development of deep expertise will not enable the kinds of teaching that are required to help students learn to read, listen,
and think critically; conduct research and use evidence; communicate productively orally, in writing, and with technology; and continually
improve their own work.” Linda Darling Hammond, Stanford University
What does the public think?
Source: 2013 PDK/Gallup Poll
What does it take to make a teacher?
What Does It Take to Make a Teacher?
“Allowing teachers to learn at children’s expense is unethical. We must build a system for ensuring that new teachers have the requisite professional skills and know how to use them.” Deborah Loewenberg Ball and Francesca Forzani (University of Michigan)
Source: Kappan, October 2010, 92(2,) 8-‐12.
A Satisfying Career?
Source: MetLife's Survey of the American Teacher https://www.metlife.com
A Satisfying Career?
Factors that influence teacher retention
Intrinsic * Being with children * Contributing to students’ learning * Enjoyment of teaching subject matter * Developing new skills * Expanded influence on the job
Extrinsic * Salary, benefits, bonuses * Public recognition * Special responsibilities
Source: Who Stays in Teaching and Why, The Project on the Next Generation of Teachers (HGSE)
Seven Trends Shaping the Teaching Profession
1. Larger 2. Grayer 3. Greener 4. More Female 5. More Diverse 6. Consistent in Academic Ability 7. Less Stable
Source: Seven Trends: The Transformation of the Teaching Force Richard Ingersoll and Lisa Merrill (Fall 2012), A CPRE WORKING PAPER http://www.cpre.org/sites/default/files/occassionalpaper/1371_7trendsgse.pdf
Source: Seven Trends: The Transformation of the Teaching Force Richard Ingersoll and Lisa Merrill (Fall 2012), A CPRE WORKING PAPER http://www.cpre.org/sites/default/files/occassionalpaper/1371_7trendsgse.pdf
Source: Seven Trends: The Transformation of the Teaching Force Richard Ingersoll and Lisa Merrill (Fall 2012), A CPRE WORKING PAPER http://www.cpre.org/sites/default/files/occassionalpaper/1371_7trendsgse.pdf
"Lessons from high-‐performing school systems, including Finland, suggest that we
must reconsider how we think about teaching as a profession and what is the
role of the school in our society." Pasi Sahlberg
1. Standardization should focus more on teacher education and less on teaching and learning in schools.
2. The toxic use of accountability for schools should be abandoned. 3. Other school policies must be changed before teaching becomes
attractive to more young talents.
Source: What if Finland’s great teachers taught in U.S. schools? The Answer Sheet by Valerie Strauss, Published: May 15, 2013
What do America’s Best Teachers Say About the Profession?
National Network of State Teachers of the Year (NNSTOY)
Professionalizing Teaching • Actionable Feedback to Inform Practice
• Professional Career Continuums • Distributed Leadership Models
• Collaborative Practice • Guiding Principles for the Profession
Source: Re-‐Imaging Teaching— Five Structures to Transform the Profession, October 4, 2013 (White Paper), National Network of State Teachers of the Year.
Improving Teaching Through Evaluation?
Design a new evaluation system based on best research on good teaching
1. Teacher evaluation should be based on professional standards 2. Teacher evaluation should include performance assessments 3. The design of a new evaluation system should build on successful,
innovative practices 4. Evaluations should consider teacher practice and performance, as well as an
array of student outcomes for teams of teachers as well as individual teachers
5. Evaluation should be frequent and conducted by expert evaluators 6. Evaluation leading to teacher tenure must be more intensive 7. Evaluation should be accompanied by useful feedback, connected to
professional development opportunities, and reviewed by evaluation teams Make expert teachers full partners in the process
Source: Accomplished California Teachers, A Quality Teacher in Every Classroom: Creating a Teacher Evaluation System that Works in California
Some states require that teacher evaluations include how well a teacher's students perform on standardized tests. Do you favor or oppose this requirement?
Source: 2013 PDK/Gallup Poll
How should we evaluate our teachers?
A 21st Century Profession
NEA’s Commission on Effective Teachers and
Teaching (CETT)
Four Key Qualities: 1. A commitment to authentic and
diverse student growth 2. An aligned system of standards,
supports and measures 3. New leadership roles in schools 4. Effective use of technology for all
students
• A Professional Career Continuum • A Student-‐Centered Teacher Evaluation System
Source: National Education Association
What if teaching was more like medicine?
Connecting Teachers to Research
“Moving knowledge into active service for the broadest possible common good” Source: http://www.wlu.ca/ (Wilfrid Laurier University, Office of Research Services)
Knowledge Mobilization
Production of research
Communication of research
Using Research
1
2 3
Levin, B. , “To know is not enough: research knowledge and its use” published in Review of Education Vol. 1, No. 1, February 2013, pp. 2–31 , https://vimeo.com/56377921
http://www.oise.utoronto.ca/rspe
My Three Perspectives
① Teacher Leader ② Doctoral Student ③ Research Funding
http://www.everystockphoto.com/
Research & Teaching
Practitioner Based
Research
University School
Partnerships
Policy and Practices
How do we get schools and universities to work together?
How do we get policymakers to
listen to practitioners?
Research that is
practical, scholarly, and useful
Research in the classroom
• (PLC) Professional Learning Communities • Constructivist Learning • Action Research
How is research important to my classroom?
Professional Learning Communities
What Is a Professional Learning Community?
• Big Idea #1: Ensuring That Students Learn • Big Idea #2: A Culture of Collaboration • Big Idea #3: A Focus on Results
The rise or fall of the professional learning community concept depends not on the merits of the concept itself, but on the most important element in the improvement of any school—the commitment and persistence of the educators within it.
Source: DuFour, R. What Is a Professional Learning Community? Educational Leadership May 2004 | Volume 61 | Number 8, Schools as Learning Communities Pages 6-‐11
Constructivist Learning: In Practice
Constructivist theory • Based on observation and scientific study
• How people learn people construct their own understanding and knowledge
• Experiencing things and reflecting on those experiences • When we encounter something new, we have to reconcile it with our
previous ideas and experience • Maybe changing what we believe, or maybe discarding the new
information as irrelevant
• We are active creators of our own knowledge • To do this, we must ask questions, explore, and assess what we know
Teaching and Research
This is what we do!
Source: Thirteen-‐Ed Online: What is Constructivism? http://www.thirteen.org/edonline/concept2class/constructivism/
Action Research
Source: Action Research by by Eileen Ferrance http://www.lab.brown.edu/pubs/themes_ed/act_research.pdf
Source: NSW Department of Education and Training -‐ Professional Learning and Leadership Development Professional Learning Continuum https://www.det.nsw.edu.au/proflearn/research/actres.htm
Action Research in Practice
What roles for teacher leaders? Teacher Leadership
*Half of teachers are interested in a hybrid role that combines classroom teaching with other responsibilities, three times the number who are interested in becoming a principal.
Developing new roles
for teachers?
Teacher leadership emerges as a potential resource for translating big challenges into opportunities, served by hybrid roles for teachers as leaders and as a method for addressing professional growth and satisfaction.
Source: MetLife's Survey of the American Teacher https://www.metlife.com
Roles for Teacher Leaders
1. Resource Provider 2. Instructional Specialist 3. Curriculum Specialist 4. Classroom Supporter 5. Learning Facilitator
6. Mentor 7. School Leader 8. Data Coach 9. Catalyst for Change 10. Learner
From Taking the Lead: New Roles for Teachers and School-‐Based Coaches by J. Killion and C. Harrison, 2006, Oxford, OH: National Staff Development Council
Source: Educational Leadership September 2007 | V 65 | N 1 Teachers as Leaders 74-‐77
Creating conditions necessary to promote effective teaching …
• Principals who cultivate and embrace teacher leadership • Time and tools for teachers to learn from one another • Specialized resources for high-‐need schools, students, and
subjects • The elimination of out-‐of-‐field teaching assignments • Teaching loads that take the diversity of students into
account • Leeway to take risks • Integration of academic, social and health services for
students • Safe, well-‐maintained school buildings
Berry, B. & Eckert, J. (2012). Creating Teacher Incentives for School Excellence and Equity. Retrieved from http://nepc.colorado.edu/publication/creating-‐teacher-‐incentives.
The Galileo Institute honors the conviction that educators are eager to be purposeful professionals and that leadership is a fundamental aspect of a professional life. The Galileo Institute is comprised of result-‐driven efforts aimed at student achievement, leadership development and systemic changes.
Teaching... preparing educational leaders who understand how to develop teacher leaders Service... providing support and encouragement to schools and school districts that are committed to expanding teacher leadership Scholarship... conducting and disseminating research on the various aspects of teacher leadership
Teacher Leadership in Action
Source: Oakland University
Is a “one of a kind” (first in Michigan) laboratory school that will serve as a model for successful school reform as a collaborative project which involves a university, school district, parents, community members, and local municipalities • University wide partnership • Community wrap around services to combat poverty, improve student achievement and support the whole child
• Embeds professional development, pre-‐service teacher preparation, and commitment to shared leadership
• Teachers being trained and developed in same location • Focuses on teacher leadership in implementing best practices in instruction and governance – a teacher led school.
The Avondale/Oakland University Magnet Lab School Project
What role should research play in policymaking?
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P.O. Box 2573East Lansing, MI 48826-2573
517-203-2940www.greatlakescenter.org
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the Great Lakes Center for Education Research
organization supported by education stakeholders across the country.
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is to support and disseminate high quality research and reviews of research for the purpose of informing education policy and to develop research-based resources for use by those who advocate for education reform.
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! is done by independent researchers associated with major universities across the country.
! is empirically sound and meets the recognized requirements of academic and social science scholarship.
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GREAT LAKES CENTER
For Education Research & Practice
GREAT LAKES CENTER
For Education Research & Practice
GREAT LAKES CENTER
For Education Research & Practice
Believe it or not, bad advocacy research abounds in school reform
Source: http://greatergreatereducation.org/
GLC Mission:
To support and disseminate high quality research and reviews of research for the purpose of informing education policy and to develop research-based resources for use by those who advocate for education reform.
Our work… Our agenda is simple Our work is top-‐notch
Education reform should be based on empirically sound,
high-quality research
• Done by independent researchers associated with major universities across the country
• Meets recognized standards and requirements of academic scholarship and social science research
• Subject to rigorous peer-review process
The Think Twice think tank review project, a project of the National Education Policy Center (NEPC), provides the public, policymakers and the press with timely, academically sound reviews of selected publications The project is made possible with funding from the Great Lakes Center for Education Research and Practice
We encourage you to think twice…
ü Be cautious ü If it sounds too good to be true, chances are it is ü There are no ‘silver bullets’ ü Evidence matters ü Not all research is high-‐quality ü Not all education journals are peer-‐reviewed
ü Look for research that is peer-‐reviewed, employs systematic empirical methods, involves rigorous data analysis, and is evaluated using experimental or quasi-‐experimental design
Becoming a wise consumer of education research
VISIT WWW.GREATLAKESCENTER.ORG
Teacher, Grosse Pointe North High School
Director, Great Lakes Center for Education Research and Practice
Doctoral Student, Oakland
University
Dan Quinn
