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Date: Wed, 17 Aug 2005 12:34:38 -0400 (EDT)
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From: David Rosen <djrosen@comcast.net>
To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov>
Subject: [NIFL-AALPD:2223] Re: Public school teacher PD & student achievement
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Hi Jackie,
I have read "Teaching Teachers: Professional Development To Improve
Student Achievement"
http://www.aera.net/uploadedFiles/Journals_and_Publications/
Research_Points/RPSummer05.pdf
Here's the conclusion:
"Our changing goals for learning, coupled with shifts in
curriculum emphasis and a deeper understanding of
teacher learning and student thinking, have led to new
findings about the impact of teacher professional
development and how best to sharpen teachers’ skills
and knowledge.
What matters most is what teachers learn.
Professional development should improve teachers’
knowledge of the subject matter that they are teach-
ing, and it should enhance their understanding of
student thinking in that subject matter. Aligning sub-
stantive training with the curriculum and teachers’
actual work experiences also is vital.
The time teachers spend in professional develop-
ment makes a difference as well, but only when the
activities focus on high-quality subject-matter content.
Extended opportunities to better understand student
learning, curriculum materials and instruction, and
subject-matter content can boost the performance of
both teachers and students. "
And the recommendations for policymakers:
"First, make sure that professional development focuses on the
subject matter teachers will be teaching.
Second, align teachers’ learning opportunities with their real work
experiences, using actual curriculum materials and assessments.
Third, provide adequate time for professional development and
ensure that the extended opportunities to learn emphasize observing
and analyzing students’ understanding of the subject matter.
Fourth, ensure that school districts have reliable systems for eval-
uating the impact of professional development on teachers’ practices
and student learning. "
I think some of these conclusions and recommendations are also
pertinent to adult education.
I wonder if anyone knows if there is adult education PD research
which supports any of these conclusions and recommendations.
David J. Rosen
djrosen@comcast.net
On Aug 17, 2005, at 11:48 AM, jataylor wrote:
> Hello all -
> FYI, from the PEN Weekly Newsblast. I hope you will share your
> impressions
> about these readings.
>
> Thanks, Jackie
> Jackie Taylor, List Facilitator, jataylor@utk.edu
> .....................................
> CHARACTERISTICS OF PUBLIC SCHOOL TEACHERS' PROFESSIONAL DEVELOPMENT
> ACTIVITIES
> Data from the 1999-2000 Schools and Staffing Survey (SASS) shows how
> prevalent various features of professional development activities were
> among public school teachers. During the 1999 2000 school year,
> teachers
> were asked about their professional development activities during the
> previous 12 months. Some 59 percent of public school teachers
> participated
> in professional development focused on content in the subject
> matter they
> taught and 73 percent participated in professional development
> focused on
> methods of teaching. A majority of teachers reported receiving
> eight or
> fewer hours of professional development in either subject matter
> content
> or teaching methods. In terms of the format of professional
> development
> activities, 95 percent of teachers attended a workshop, conference, or
> other training session in the previous year, compared with 42
> percent who
> participated in mentoring, peer observation, or coaching. Seventy-four
> percent of teachers participated in regularly scheduled
> collaboration with
> other teachers on issues of instruction. SASS asked school
> principals to
> report on how important various influences were on the
> determination of
> teacher professional development activities. More than half of public
> school principals reported a school improvement plan or state or local
> academic standards as very important influences on determining the
> content
> of teacher professional development activities; 26 percent of
> principals
> called teacher preferences a very important influence.
> http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2005030
>
> TEACHING TEACHERS: PROFESSIONAL DEVELOPMENT TO IMPROVE STUDENT
> ACHIEVEMENT
> Good teachers form the foundation of good schools, and improving
> teachers'
> skills and knowledge is one of the most important investments of
> time and
> money that local, state, and national leaders make in education.
> Yet with
> the wide variety of professional development options available, which
> methods have the most impact on student learning? Read more in the new
> issue of Research Points, the quarterly research brief on education
> published by the American Educational Research Association
> http://www.aera.net/uploadedFiles/Journals_and_Publications/
> Research_Points/RPSummer05.pdf
>
>
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