Mathematics and Science for a Change
by Weiss, Iris R.Format: Paperback
Pub. Date: 2009-03-05
Publisher(s): Heinemann
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Summary
Take advantage of what this volume offers. You will be in a better position to make well-informed decisions because you will be able to see the full sweep of what constitutes quality professional development for mathematics and science teachers. - Barbara Miller Education Development Center, Inc. You've decided it's time for something different. A new way to teach mathematics and science that supports higher achievement in all students. And that means rethinking how you provide teacher professional development. Sounds like a tough task, but you've got a guide to doing it right. Mathematics and Science for a Change collects the wisdom of successful initiatives into one concise guide to making successful change. Mathematics and Science for a Change describes the lessons learned by effective National Science Foundation - funded Local Systemic Change programs. Iris Weiss and Joan Pasley support your initiative with key practices drawn from a careful examination of more than ten years of case histories and data. With their observations, you'll: lay the groundwork for change by diagnosing your building or district needs and establishing a vision for high-quality mathematics and science instruction that is consistent with national standards design professional development that achieves your goals by deepening teacher content knowledge, modeling best-practice instruction, and encouraging more productive assessments launch and sustain your professional development model by identifying, preparing, and supporting PD providers then uncovering and nurturing leadership among your staff bolster your improvement effort by enlisting key school or district leaders, partnering with the mathematics and science community outside your system, and engaging the support of parents. Weiss and Pasley fill Mathematics and Science for a Change with on-the-ground advice and the specific strategies of top initiatives around the country. Everything in their book helps you smoothly meet the most important objective of any change program: helping every student learn mathematics and science better.
Author Biography
Iris R. Weiss (r) is President and Joan D. Pasley (l) is Senior Research Associate at Horizon Research, Inc. They have been involved in research and evaluation in mathematics and science education for many years, including coordinating the cross-site evaluation of the Local Systemic Change Initiative funded by the National Science Foundation.
Table of Contents
| Foreword | p. vii |
| Preface | p. ix |
| Acknowledgments | p. xiii |
| Introduction | p. xv |
| The Big Picture: Vision, Goals, and Working with Teachers | p. 1 |
| Vision and Goal Setting | p. 3 |
| Develop a Shared Vision with Top Administration Support | p. 3 |
| Remember That the Ultimate Goal of Professional Development Is to Improve Student Learning | p. 4 |
| Build a Flexible Professional Development Plan | p. 6 |
| Professional Development: Setting the Stage | p. 9 |
| Build a Persuasive Case for Professional Development | p. 9 |
| Be Responsive Not Only to Teachers Who Are Willing to Change, but Also to Those Who Are Resistant | p. 11 |
| Make it Convenient for Teachers to Participate in Professional Development | p. 12 |
| Part 1 Further Readings | p. 13 |
| Designing Professional Development | p. 15 |
| Strategic Design | p. 16 |
| Tailor Professional Development to Fit the School Community's Needs and Advance Program Goals | p. 16 |
| Address Teachers' Diverse Backgrounds and Needs | p. 18 |
| Collect Data on Progress to Improve Program Quality | p. 20 |
| Workshops and Institutes: Designing Intensive Professional Development | p. 23 |
| Build a Collegial Atmosphere of Trust, Mutual Respect, and Openness to Ideas | p. 23 |
| Connect Professional Development to the Classroom | p. 25 |
| Balance Emphasis on Content, Pedagogy, and Instructional Materials | p. 27 |
| Use Instructional Materials as a Springboard for Professional Development, but Keep the Focus on Learning Goals Rather Than Activities | p. 28 |
| Model and Explain Quality Instructional Practices | p. 30 |
| Focus on Content | p. 32 |
| Help Teachers Learn to Monitor Student Understanding Through Formative Assessment | p. 34 |
| Address Equity Issues and Raise Teacher Expectations of High-Level Mathematics and Science Achievement for All Students | p. 36 |
| Designing Site-Based, Job-Embedded Professional Development | p. 39 |
| Create a Culture of Professional Learning at the School | p. 40 |
| Empower Teachers Through Networks and Learning Communities | p. 40 |
| Provide Coaching and Mentoring Services for Individualized Teacher Support | p. 42 |
| Ensure the Quality of Site-Based, Job-Embedded Professional Development | p. 43 |
| Part 2 Further Readings | p. 44 |
| Preparing Professional Development Providers | p. 47 |
| Staffing Workshops and Institutes | p. 48 |
| Identify Tasks before Specifying Knowledge and Skills Required of Professional Development Providers | p. 48 |
| When Creating Teams, Match Skills and Expertise of Providers | p. 49 |
| Professional Development Providers Need a Shared Vision of High-Quality Mathematics and Science Instruction | p. 50 |
| Ensure That the Professional Development Team Has Adequate Mathematics and Science Content Knowledge | p. 52 |
| Build in Opportunities for Providers to Gain Expertise in Pedagogy | p. 54 |
| Provide Ongoing Support for Professional Development Providers | p. 55 |
| Staffing On-Site Professional Development | p. 57 |
| Establish Multiple Levels of Teacher Leadership | p. 57 |
| Be Strategic in Recruiting Teacher Leaders from Existing Networks | p. 59 |
| Provide Initial Guidelines for Teacher Leaders, but Be Prepared for the Work to Evolve over Time | p. 60 |
| Prepare Teacher Leaders to Work with Adult Learners | p. 61 |
| Expect to Take Years, Rather Than Months, to Fully Prepare Teacher Leaders | p. 62 |
| Offer Incentives and Support to Encourage Potential Teacher Leaders | p. 63 |
| Implement an Ongoing Recruitment Process to Respond to Both Staff Turnover and Scale-up Demands | p. 63 |
| In Choosing Teacher Leaders, Consider a Range of Skills, Expertise, and Viewpoints | p. 64 |
| Part 3 Further Readings | p. 65 |
| Building a Supportive System | p. 67 |
| Measuring and Reporting Progress | p. 68 |
| Share Responsibility for Student Learning System-Wide | p. 68 |
| Address Teachers' Accountability Concerns | p. 70 |
| Examine State and District Assessments and Address Any Mismatches with the Program Vision of High-Quality Mathematics and Science Education | p. 72 |
| Gather Data and Communicate Results for a Broad Range of Outcomes | p. 73 |
| Building and Sustaining Support for Mathematics and Science Education Improvement | p. 77 |
| Define Roles and Expectations of District and School Administrators | p. 77 |
| Engage Principals Early and Often | p. 79 |
| Build Networks Between and Among Levels of Administration | p. 80 |
| Plan for Administrator Turnover | p. 82 |
| Build Support Among Parents | p. 83 |
| Tap into the Mathematics and Science Community | p. 84 |
| Pursue District Policies That Support High-Quality Mathematics and Science Instruction | p. 85 |
| Connect Professional Development with School and District Priorities | p. 86 |
| Developing Teacher Leadership Is the Key to Sustainability | p. 87 |
| The Bottom Line | p. 89 |
| Further Readings | p. 89 |
| References | p. 91 |
| Table of Contents provided by Ingram. All Rights Reserved. |
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