Preparing Teachers for 21st Century Learning:Conquering the Common Core Through PD on PBL

Jordan GoinesAzusa Pacific University

Problem: Teacher Development pertaining to standards. As the Common Core becomes a reality in

terms of pedagogical practice and accountability, there exists a gap between teacher knowledge of the standards, and a practical application to classroom practice. Closing this gap requires development, and extension of teachers’ pedagogical practice.

The Problem

Problem: Maintenance of authentic student engagement. The significant issue of student engagement

as the standards call for student focused learning

The Problem

The purpose of this study is two fold(1) To explore project based learning as teaching pedagogies in order to increase authentic engagement (2) To investigate methods of professional development strategies employed by various districts in the Antelope Valley related to the Common Core State Standards

Purpose

The Common Core State Standards – Purpose: To expand and develop a seemless P-16

education system. To provide students with a deeper knowledge

of content

(Common Core State Standards Initiative, 2011)

Theoretical Perspective and Review of Literature

The Common Core State Standards – Identified: Grade specific set of standards K-12 standards and considered an extension of Career

and College Readiness (CCR) standards (Jenkins & Agamba, 2013).

The hope with them is to create a college ready culture in schools in order to expand the future of American society as a whole (Gandara & Orfield, 2010).

45 states have adopted CCSS, and they are relatively common throughout the United States.

Theoretical Perspective and Review of Literature

The Call of the Common Core – The mission of the Common Core is the establishment

and nourishment of 21st century standards to include: Technology (use of) Critical Thinking Skills Problem Solving Skills Thinking towards solutions Depth of knowledge

(Wise & Viger, 2011)

Theoretical Perspective and Review of Literature

The Call of the Common Core – Focus on core conceptual understanding

rather than overview of concepts (www.corestandards.org)

Critical thinking and autonomy (www.smarterbalanced.org)

Theoretical Perspective and Review of Literature

All of the above being constant and true there is a significant need for the professional development of the teachers that will be implementing these standards that addresses the need to authentically engage these students.

Theoretical Perspective and Review of Literature

“The issue that we are being confronted with here is that our kids are pathologically engaged with us, they are not there authentically. In that, I mean that they listen and are quiet, and classroom management is seemingly great, but, you know, they just don’t learn because we are not giving them a reason to want to learn. With the common core coming in so soon, we all know that there is going to be some significant change that is going to require that students are paying attention. I just wonder what would happen if we handed them the reigns, let them do some of the learning rather then us feeding them everything.”

- Teacher Eastside Union School District

A teachers perspective

Schlecty (2002) provides an understanding of engagement –Authentic Engagement

assigned task, activity, or work is associated with a result that has a clear meaning and immediate value to student

Ritual EngagementAssigned work has little or no inherent meaning or immediate value to student, but student associates it with extrinsic results that are of value

Passive ComplianceStudent is willing to expend whatever effort is necessary to avoid negative consequences, even though student sees little meaning or value in the task

RetreatismStudent is disengaged from the task and expends little or no energy attempting to comply with demands of the task/teacher, but doesn’t disrupt others or try to substitute other activities for assigned task

RebellionStudent refuses to do task, disrupts others, and/or tries to substitute other activities in lieu of assigned task

Theoretical Framework and Review of Literature

Researchers tout the need for people to have a natural tendency to want to be involved in activities by their own fruition, rather than that of others. (deCharms, 1976; 1984; Deci, 1975; Deci & Ryan, 1985; Ryan & Deci, 2000).

Theoretical Perspective and Review of Literature

Motivation - Internal Locus of Causality - People believe

themselves to be the cause of their own behavior to in include proceedings in work/motivation.

vs. External Locus of Causality – People are in it for

the rewards being produced

(Stipek, 2002)

Theoretical Perspective and Review of Literature

Motivation -Deci and Ryan (1985) & Ryan and Deci (2000)… People are more likely to engage in an

activity when they are acting from an internal locus of causality versus an external locus of causality.

Theoretical Perspective and Review of Literature

Motivation (Conclusion) – The implication is thus to build authentic

engagement in students, educators must build student Internal locus of causality.

In order to do this students must be engaged in a fashion that allows students to be a part of the process in the cause of their own actions in their work.

(Stipek, 2002)

Theoretical Perspective and Review of Literature

Project Based Learning – Answering the call to build Intrinsic locus of causality “Project based learning is an essential tool

for preparing student to reach 21st century goals and succeed in the 21st century” (Mergendoller, 2010).

Theoretical Perspective and Review of Literature

Project Based Learning – Answering the call to build Intrinsic locus of causality Calls students to take ownership of learning

through… THEIR recommendation and determination as to

how they will show their learning. Manifestation of self-determination theory (Stipek,

2002). Student provision of feedback on their work

(Larmer & Mergendoller, 2011).

Theoretical Perspective and Review of Literature

Project Based Learning – Answering the call to build Intrinsic locus of causality Project Based Learning requires…

Critical Thinking Problem Solving Collaboration Various forms of communication Student focus throughout the lifetime of a

project

Theoretical Perspective and Review of Literature

Project Based Learning – Achieving the call of the Common Core Project Based Learning is seen to provide

A significant amount of content Foster a need to know subject matter that covers the

periphery of subject matter. The heart of what teachers are trying to teach Provide time for inquiry through the continuous focus on

a driving question.

(Larmer & Mergendoller, 2011)

Theoretical Perspective and Review of Literature

Project Based Learning – Achieving the call of the Common Core CCSS & PBL

Performance Based Assessments being a significant portion of the Common Core, requires students to come to correct conclusions from various angles (Larmer & Mergendoller, 2011).

Theoretical Perspective and Review of Literature

Professional Development for the Common CoreEffective Components of PD Intensive, ongoing, connected to product Focus on student learning & addresses the teaching

of specific content Align with school improvement priorities and goals Build strong working relationships among teachers

(Darling-Hammond et al, 2009; Garet, Porter, Desimone, Birman, & Yoon, 2001; Guskey & Yoon, 2009; Marrongelle, Sztajn

& Smith, 2013)

Theoretical Perspective and Review of Literature

Professional Development for the Common CoreBarber & Mourshed (2007)… The best systems of education are effective

in developing good teachers and keeping that training close to the classroom.

Theoretical Perspective and Review of Literature

Professional Development for the Common Core Suggestions from Survey Research

Emphasizing the substance of PD in order to have direct applicability to the classroom

Creating and adapting materials for use in professional development that is aligned with standards and are able to demonstrate the concepts being presented

Design of professional development based on features that support teacher learning in the content areas in order to emphasize learning experiences that are relevant to all teachers

Theoretical Perspective and Review of Literature

Professional Development for the Common Core Suggestions from Survey Research

Building coherent programs of professional development aligned with the standards to provide a coherent experiences throughout the development

Prepare and use knowledgeable facilitators for professional development in order to ensure successful facilitation of the development

Theoretical Perspective and Review of Literature

Professional Development for the Common Core Suggestions from Survey Research

Provide professional development tailored to key role groups in addition to teachers to make the development relevant to key constituencies inside the school

Education of all stakeholders to keep them apprised of changes taking place in our classrooms

Continuous assessment of the professional development in order to continuously increase the effectiveness of the program

Creation of a professional development consortia to oversee the improvement of professional in the successful implementation of the CCSS

(Jenkins & Agamba, 2013; Hawley & Valli, 1999; Kennedy, 1998; Wilson & Berne, 1999; Desimone, 2009)

Theoretical Perspective and Review of Literature

Professional Development for the Common Core (Conclusion) Professional Development pertaining to the Common

Core should be intense, focus on student achievement, be a part of what the school is planning and working on, build strong working relationships, and be directly applicable to the classroom.

(Sztajn, 2012; Guskey & Huberman, 2002; Joyce & Sowers, 2002; Barber & Mourshed, 2009)

Theoretical Perspective and Review of Literature

Theoretical Perspective

Student Motivation/Engagem

ent

Common Core State Standards

Project Based

Learning

Qualitative Study to produce a plan for Professional Development. 16 Interview questions were created pertaining to the research

questions How does Project Based Learning align with Common Core state

Standards? What does effective professional development in terms of the common

core look like? What challenges are school leaders experiencing in terms of

implementation of the Common Core State Standards? N=8

2 representatives involved in the professional development of teachers were interviewed from 4 districts in Northern Los Angeles County.

Convenience Sampling was utilized to gain participation

Methodology

Participants:3 Participants were district coaches (responsible for professional development)3 Participants hold the position of Vice Principal and work in collaboration throughout the districts they serve.2 Participants were Principals.

Methodology

Participant Demographics: 5 males; 3 females 2 Mexican-American; 4 Caucasian; 2 African

American All work in elementary school districts 6 work

in K-8 schools; 1 works in a K-6 School; 1 works in a K-5 school setting.

All work in Title I schools

Methodology

Interviews were transcribed and coded in order to determine themes relevant to the current study.The following themes emerged: 1. Limited Time/Limited resources2. Top-down decisions on Professional

Development3. Collaboration4. Increased Teacher Capacity

Data Analysis

Limited Time/Limited ResourcesAlmost all participants noted time as one of the biggest obstacle regarding training on the Common Core. Even further regarding resources they cited that a lack of substitutes resulted from the limited time, as many utilized pullout days in order to forego paying teachers for extra time after school, and in keeping teachers working during their normal school day.

“Sub, subs, subs – there seem to not be enough and the quality is not sufficient to maintain conceptual growth when the teacher is absent from the classroom.“subs do not do a sufficient job in teaching”

“Conduct staff development 2 time a month during a 1 hr staff meeting, it is the My job as a dean to plan this. Admittedly, I found it to be inefficient, so I started to have pullout days for staff to complete staff development with regards to common core via webinars, they were then responsible for bringing information to the rest of the staff.”

 

Data Analysis

Top-down decisions on Professional Development –

“The district wide trainings are determined through the district office, while site training is left to the needs of the site, so by principal. We have trainings every other week, whereas the big trainings are held after school for pay and during weekends, and in the summer. There is no set structure for training in the summer. It is based on what we decide from the previous year”

It was noted that whereas the district was in charge of handling the overarching vision, the Principals were generally responsible for setting the site agenda, and in all cases, Principals utilized teacher leaderships teams as a professional development committee.

Data Analysis

Collaboration –

“At the end of every staff development we always incorporate time, but even further we have two days a month at least given over directly to PLC’s. This is also a real strong accountability measure as they are responsible to both me, and their PLC”

Sites find it extremely beneficial to combat many of the problems they are dealing with pertaining to Common Core training through the use of PLC’s. There is a push to maintain a group focus pertaining to training.

Data Analysis

Increased Student Capacity –

“Student achievement, but I am of the firm belief that staff development is only the beginning, and that from there, we start our work. I told you earlier we fall down at implementation, but this is where my focus is. Trying to get that to happen right.”

All sites recognized the main focus to staff development being student achievement. The focus was firm in keeping that if students weren’t achieving pertaining to the trainings, then there was no need for the training.

Data Analysis

Qualitative Data indicates that the common issues revolving around implementation of the Common Core are… A limited amount of time/resources in providing development for

teachers pertaining to the Common Core. In attempting to make time, a lack of human resources were available

It is a top down innovation from the perspective of many of the teachers in the schools and district in which these leaders operate.

As a result of the lack of time/resources, leaders are utilizing the PLC’s as a method to circumvent the need to make up time in training.

Finally the focus of all training pertaining to the Common Core is based in student achievement, and is results oriented.

Results

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References

Desimone, L. (2009). How can we best measure teacher’s professional development and its effects on teachers and students? Educational Researcher, 38(3), 181-199.Elmore, R. (2002). Bridging the gap between standards and achievement: The imperative for professional development in education. Washington, DC: Albert Shanker Institute.Fullan, M. (2007). The new meaning of educational change (4th ed.). New York, NY: Teachers College Press, Columbia University.Garet, M.S., Porter, A.C., Desimone, L., Birman, B.F., & Yoon, K.S. (2001). What makes professional development effective? Results from the national sample of teachers. American Educational Research Journal, 38(4), 915-945.Guskey, Thomas R., & Huberman, Michael. (1995). Professional Development in Education: New Paradigms and Practices. New York, NY: Teachers College Press.Guskey, T.R., & Yoon, K.S. (2009). What works in professional development? Phi Delta Kappan, 90(7), 495-500.Dufour, R. (2004). What is a professional learning community? Educational Researcher 64(8), 6-11.Dufour, R., & Marzano, R. J. (2011). Leaders of learning: How district, school, and classroom leaders improve student achievement. Bloomington, IN: Solution Tree Press.

References

Jenkins, Susan, & Agamba, Joachim Jack. (2013). The missing link in the CCSS initiative: Professional development for implementation. Academy of Educational Leadership, 17(2), 69-79. Joyce, B., & Showers, B. (2002). Student achievement through staff development: Fundamentals of school renewal (3rd ed.). White Plain, NY: Longman.Larmer, John, & Mergendoller, John R. (2011). The main course, not the desert. Buck Institute for Education. Larmer, John, & Mergendoller, John R. (2010). 8 Essentials for Project-Based Learning. Educational Leadership, 68(1), 52-55. Loucks-Horsley, S., Harding, C.K., Arbuckle, M.A., Murray, L.B., Dubea, C., & Williams, M.K. (1987). Continuing to learn: A guidebook for teacher development. Andover, MA: Regional Laboratory for Educational Improvement of the Northeast & Islands.

References

Marrongelle, Karen, Sztajn, Paola, & Smith, Martgaret. (2013). Scaling up professional development in an era of Common State Standards. Journal of Teacher Education, 64(3), 202-211. Merriam, Sharan B., Caffarella, Rosemary S., & Baumgartner, Lisa M. (2007). Learning in Adulthood: A Comprehensive Guide (3rd ed ed.). San Francisco, CA: Jossey-Bass.

Saltman, David. (2011). Student-directed learning comes of age. Harvard Education Letter, 27(July-August), 4-5. Schmoker, M. (2001). The results fieldbook: Practical strategies from dramatically improved schools. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).Sztajn, P., Marrongelle, K., Smith , M., & Melton, B. (2012) Supporting implementation of the Common Core State Standards for Mathematics. Raleigh: The College of Education at the North Carolina State University. Miles, M.B., & Louis, K.S., (1990). Mustering the will and skill for change. Educational Leadership 47(8), 57-61.National Center for Educational Statistics (NCES). (2005). Issue brief: Characteristics of public school teachers’ professional development activities: 1999-2000.

References