Video notes:
Change from In-service training to Professional learning.
1970s - In-Service training - Advisors could come in to model a lesson.
1990s - support for Professional Development came from support to National Curriculum Framework. Cascade model. School support services competing with each other.
2000s - Professional Learning. Big projects and BES (AfL, Te Kotahitanga, Literacy project). Facilitators/coaches being used (work with schools). Data/evidence becomes important. Emphasis on student feedback and observation.
Big change -
Notes on Wylie reading
Wylie, Cathy. Vital connections: why we need more than self-managing schools. Wellington, N.Z.: NZCER Press, 2012.Chapter 2
- schools had latitude before given self management p10 (role of inspectors and advisors)
- p20 'none of the countries that came to suss out our reforms adopted them"
- p23 Inspectors were based in geographical areas and could connect teachers with nearby good practitioners (similar to Across CoL role) "They knew where good practice was occurring"
- p26 "The inspectorate could also connect the dots"
- p28 'Schools without failure' project seems very familiar to CoL work.
- importance of working collectively
- describes Numeracy project
- rather than a body of content to be taught, it is a framework to help teachers identify where students are at to avoid wasting learning time on things they already know.
- p194 "If we want our teachers to be more effective, we need to locate them in ongoing networks where such knowledge is put to good use" - can't rely on individual principals and teachers discovering new practices on the Internet.
- p201 flawed implementation of National Standards didn't make use of pilot/trialing, use of school clusters. Suggested that it was a rushed implementation.
- p203 national standards " a scale that seems more fitting for the grading of fruit or appliances than for learners'. Recommended to use 'basic', 'proficient', 'advance' to avoid assumption that school/student is failing.
- p204 concern with national Standard is that 'what can be measured will become the measure of student progress and achievement'
- p205 +ve about NS was the need for teacher to analyse data to make OTJ's
Comment:
This first allocated chapter (2) just had me thinking - history repeats. Wylie describes the Inspectorate as being able to 'connect the dots' between schools (p26). Very similar to what I am asked to do in my role as an Across Schools Lead teacher and in fact we just spent a length of time completing profiles for each school to do just that - connect the dots.
The author reinforces the importance of working collectively in the early successes of the Numeracy project and Literacy and ICT clusters - sound familiar to anyone working in a CoL. We seem to be in the habit of repeatedly forgetting what works until someone comes along and rebrands/repackages what we already know.
Notes of Fishman et al reading
Fishman, B. Jm., Ronald WBest, StephenTal, Revital T. (2003). Linking teacher and student learning to improve professional development in systemic reform. Teaching and Teacher Education, 19(6), 643–658. https://doi.org/10.1016/S0742-051X(03)00059-3
Notes
Little is known about what teachers learn from PD, less so on what students gain from changed teacher practices
p644 some studies of teacher PD have only investigated 'motivated volunteers'
paper concerns a method to study PD
'chief objective of professional development should be to foster changes in teachers’ knowledge, beliefs, and attitudes,' - Richardson (1996)
PD design elements - content, strategies employed, site, media used
p648 interesting methodology - perhaps use in my study?
Project based science - allows students to construct their own knowledge
p655 "For us, the most important measure of whether professional development is ‘‘working’’ is whether teacher enactment yields evidence of improved student learning and performance".
656 focus PD on 'proximal elements' of student learning, not 'distal elements' such as state tests (or NCEA pass rates....)
Little is known about what teachers learn from PD, less so on what students gain from changed teacher practices
p644 some studies of teacher PD have only investigated 'motivated volunteers'
paper concerns a method to study PD
'chief objective of professional development should be to foster changes in teachers’ knowledge, beliefs, and attitudes,' - Richardson (1996)
PD design elements - content, strategies employed, site, media used
p648 interesting methodology - perhaps use in my study?
Project based science - allows students to construct their own knowledge
p655 "For us, the most important measure of whether professional development is ‘‘working’’ is whether teacher enactment yields evidence of improved student learning and performance".
656 focus PD on 'proximal elements' of student learning, not 'distal elements' such as state tests (or NCEA pass rates....)
Notes on Poskitt reading
Poskitt, J. M. (2005). Towards a model of New Zealand school-based teacher professional development. New Zealand Journal of Teachers’ Work [Electronic Resource], 2.
Joyce
& Showers (1995) four elements impacting on teacher development:
influence of government policy, regional directions, school-wide
influences and the disposition of the individual teacher for ongoing
growth.
p137 old teacher professionalism’ vs‘transformative professionalism’.
p140 "Moreover, teachers need to be involved in analysing their own professional needs and determining the content, pace and style of professional development if they are to develop their expertise, altruism and autonomy (Bottery, 1996), and enhance their professional identity.
p141 "Joyce and Showers (1995) also argue that the closer the focus of professional development is to learning and teaching in the classroom, the more effective is the professional development."
p143 "Teachers are geared towards action-packed time slots and practical classroom considerations. To spend time on seemingly theoretical considerations or content they think they are familiar with (such as reviewing current programmes) tries the patience of most teachers (Ramsay, Harold, Hawk, Marriott & Poskitt, 1990), unless teachers understand the relevance of it in informing the direction and focus of the professional development programme."
p145 support for minium 2 year time for initiative PD to be embedded
p149 Poskitt
p137 old teacher professionalism’ vs‘transformative professionalism’.
p140 "Moreover, teachers need to be involved in analysing their own professional needs and determining the content, pace and style of professional development if they are to develop their expertise, altruism and autonomy (Bottery, 1996), and enhance their professional identity.
p141 "Joyce and Showers (1995) also argue that the closer the focus of professional development is to learning and teaching in the classroom, the more effective is the professional development."
p143 "Teachers are geared towards action-packed time slots and practical classroom considerations. To spend time on seemingly theoretical considerations or content they think they are familiar with (such as reviewing current programmes) tries the patience of most teachers (Ramsay, Harold, Hawk, Marriott & Poskitt, 1990), unless teachers understand the relevance of it in informing the direction and focus of the professional development programme."
p145 support for minium 2 year time for initiative PD to be embedded
p149 Poskitt
Effective professional development contains several interrelated phases:
- a) At the onset, clarity about the rationale and purpose for the professional development is needed to develop commitment to, and understanding of, the need for change.
- b) The process and the content of the professional development need to be planned collaboratively, based on systematic data collection and analysis of student and teacher information. Not only do such data provide a focus and motivation for development, but also reference points against which to gauge achievements in the professional development.
- c) Continuous data collection in relation to specific goals enables judgements to be made about the effectiveness of the professional development process and the programme content, providing information for ascertaining current and future professional development needs.
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