Demonstrate Learn Grow Professional Development that Works

Dr. Jacquelyn E. Clency, Assistant Superintendant, Indianapolis Public Schools

Dr. Pat Rogan, Executive Associate Dean, IU School of Education

Dr. Kathleen Marrs, Director of the Woodrow Wilson Indiana Teaching Fellowship at IUPUI

Dr. Gina Borgioli Yoder, Director of the Indianapolis Urban Teacher Residency Program

Demonstrate Learn GrowProfessional Development that WorksThe Annual Fall Conference of the Council of Great City Schools October 26-30, Boston MAA Brief Description of WWIUTR

WW IUTRIUPUI CourseworkIPS Residency

IUPUI School of ScienceMentor Professional Development

IUPUI School of EducationIUPUI School of TechnologyIPS AdministrationIndianapolis Public SchoolsIndiana UniversityPurdue UniversityIndianapolis Public Schools

The Woodrow Wilson Indiana Teaching Fellowship3 Options: MS Education, MS Math, MS Technology

The Indianapolis Urban Teacher Residency

5 year, Teacher Quality Partnership (TQP) School of Education at IUPUI in Partnership with Indianapolis Public Schools, UCASE, Woodrow Wilson Foundation and the Urban Teacher Residency United (UTRU)

3 Additional Options : MS Education + Special Education, MS Math + Special Education Certification, MS Technology + Special Education Certification

WWIUTR Mentor Teacher Professional DevelopmentWe use 4 tools, based in research on formative assessment and teacher change:

Demonstrate: Gradual Release of Responsibilities

Demonstrate: Danielson Domains

Learn: Observation Notes / Student Work Analysis / Video

Learn: Developing Trust (first) and (then) Professional Learning Communities (PLCs)

GROW! IPS Mentor Teachers say they are growing as professionalsboth as STEM teachers and as STEM mentors.

Professional Growth Points (PGPs) represent commitment to continuous growth as teaching professional and teacher leader.

WWIUTR Fellows are growing as professional STEM teachers. Our goal is that they become our future IPS Mentor Teachers!Research on Teacher/Mentor Change

PD sessions are grounded in research tenets about teacher change. Those tenets, adapted for coaching/mentoring rather than teaching, include: Coaches must have content and pedagogical knowledge of the subjects they teach [Danielson Domains]; To guide fellows thinking about teaching, coaches must understand the how and why of the fellows thinking [Gradual Releasedevelopmentally appropriate]; Records of practice are invaluable tools [Observation Journals and analysis of student work]; and A group focus builds strong, trusting professional communities which fosters learning by the fellows and coaches [Cohorts and PLCs].

(Borko, 2004; Freire, 1997)Five Key Strategies for Effective Formative Assessment

Clarifying, sharing, and understanding goals for learning and criteria for success with learners [Gradual Release & Danielson Domains]Engineering effective classroom discussions, questions, activities, and tasks that elicit evidence of students learning [summer mentor PD around Danielson]Providing feedback that moves learning forward [Observation Journal; Daily, weekly and bi-weekly meetings]Activating students as owners of their own learning [Observation Journal; Daily, weekly and bi-weekly meetings]Activating students as learning resources for one another [Cohort model with fellows; PLCs with mentors]

(Black et al., 2007; NCTM, 2010)Evidence of EffectivenessEvidence of Effectiveness: Testimonials from Mentors (online UTRU survey)I believe I've become a much more reflective practitioner as a result of trying to model and demonstrate different strategies in the classroom. I believe that it has improved my teaching in that I must stop and reflect more than usualI think that I learn as much about teaching from them as they do from me. I have enjoyed working with this program. It has been a very positive experience.I've enjoyed it very much and learned a lot! ReferencesBlack, P., Harrison, C., Lee, C. Marshall, B. & Wiliam, D. (2007). Assessment for learning: Putting it into practice. New York: Open University Press.Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher 33(8), 3-15.Confrey, J. (2010). Both andEquity and mathematics: A response to Martin, Gholson and Leonard. Journal of Urban Mathematics Education, 3(2)25-33.Freire, P. (1997). Pedagogy of the oppressed (M. B. Ramos, Trans. 20th Anniversary Edition ed.). New York, NY: The Continuum Publishing Company.National Council of Teachers of Mathematics. (2007). Assessment research brief: Five key strategies for effective formative assessment. Reston: NCTM.

Formative Assessment ResearchSimilarly, related development of uses of assessment to promote fair and engaging opportunities to learn would benefit from a more active role from the larger community committed to increased equity (Black & Wiliam, 1998). Formative assessment (assessment for learning) is one classroom process in which the imperatives of mathematical content, student engagement, and student ownership of their own learning intersect to the benefit of all students, and thus could itself be a productive focus for collaboration of mathematics educators of various subspecialties and perspectives. For instance, McManus (2008) studied how to instill formative assessment practices in low-achieving schools. She identified three essential conditions for successful implementation of formative assessment: high level of content and pedagogical knowledge by the teacher, students trusting that they are partners in learning in the classroom environment, and dialogic mathematical content discourse. These elements, along with the essential steps of formative assessment, were the basis of successful formative assessment leading to increased student motivation, ownership of their own learning, and improved self-efficacy. My own research team is undertaking designing new forms of classroom-embedded diagnostic assessment based on learning trajectories to help all students to participate more fully in classroom activities (Confrey & Maloney, in press) (Confrey, 2010, p. 29).