Slide 1

Report
CCSSO
Surveys of Enacted Curriculum
(SEC) State Collaborative
Be Inspired, Be Engaged, Be Informed:
SEC Project Planning and Leader Training
February 11 - 12, 2008
Catamaran Hotel, 2999 Mission Boulevard
San Diego, CA 92109
2004-2007 East Tennessee
Science Partnership (ETnSP)
Tennessee Department of Education MSP
Terry Lashley, Ph.D.
Project Director
ETnSP Partners
University of Tennessee
Pellissippi State Technical Community College
Five School Systems
Appalachian Rural Systemic Initiative
Appalachian Math Science Partnership
American Museum of Science and Energy
Survey of the Enacted Curriculum
Using Data Getting Results
ETnSP Focus
Middle School Science Teachers and
Special Education Teachers who teach science
Phase I
Baseline data collection from all
teacher participants
Phase II
Analysis of Student Achievement Data
and Development of Individualized
PD Plans
Phase III Access to Research-Based Interventions
Phase IV Delivery of Data-Driven Science Content
Ongoing Monitoring of implementation and data
Science Content Assistance
ETnSP … some details
30+ Days per Teacher of Individualized Professional
Development and Support over 3 years (April 1, 2004
- March 31, 2007)
Data training for middle grades science teachers,
middle school principals, and central office staff
Classroom mentoring during implementation of new
content
Establishing data teams and professional learning
communities centered on continuous improvement in
middle school science teaching and learning
ETnSP … some unique features
Exit strategy was a key feature in data analysis
and content and RBI implementation
IHE Faculty received professional development on
Standards (Content Clarification), Pedagogy,
State Curriculum and Assessment
Teachers and administrators provided with the
professional development and tools for
continuous improvement in school-based
settings
ETnSP Higher Educational Faculty Interventions
Pre-Institute Support for IHE Faculty
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Tennessee Curriculum Framework
Tennessee Blueprint
Educational Research
Pedagogy and Pedagogical Content Knowledge
Resources
Pre-test/Post-test Design Standards
Ongoing Support for IHE Faculty
ETnSP … data collection
All teachers observed in their classroom prior to
any ETnSP intervention (baseline data).
All teachers assigned a code enabling the
individual tracking of intervention impact. There
was a comparison group (quasi-experimental
design).
Stratified data analysis based upon identified
levels of participation.
Looking for Alignment
Taught
Curriculum
What, When and How?
Standards
Adapted from Fenwick English
Written
Curriculum
Tested
Curriculum
Vertical and Horizontal
Articulation?
At what cognitive
demand?
Academic Year and Summer Interventions
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Individualized Professional Development Plan
Data Boosters
GPS and other Technology Workshops
Surveys of the Enacted Curriculum
Inquiry Institute
Understanding by Design
Research Based Interventions
Content Institutes
Data Days
Proposal Development (Grantwriting) PD
SEC Workshop
ETnSP Content Institutes
Content Focus
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Cells and Cell Processes
Chemistry
Earth Science
Genetics and Biotechnology
Physical Science
BALANCED INSTRUCTION
CONTENT
PCK
Curriculum
Student
Learning
PEDAGOGY
STUDENTS
Assessment
Adapted from Darling-Hammond, Linda (2006)
Constructing 21st Century Teacher,
Journal of Teacher Education 57(3), 300-314.
Terry Lashley, 2007
Percent Proficient: Sample Data from a
Comparison and Treatment School in the
Same District
100
90
80
O rganis ms Interac t with E nvironment
70
Heredity and R eproduc tion
60
Divers ity and A daptation
50
E arth F eatures
40
30
E arth R es ourc es
20
F orc es and Motion
10
Interac tions and Matter
0
2005
2006
C omparis on S c hool
2007
2005
2006
Treatment S c hool
2007
Good Teachers Getting Better!
100%
90%
80%
70%
60%
Advanced
50%
Prof.
Non-Prof.
40%
30%
20%
10%
0%
IL
HR
DA
EF
ER
2004-2005
FM
IM
IL
HR
DA
EF
ER
2005-2006
FM
IM
IL
HR
DA
EF
ER
2006-2007
FM
IM
A Teacher Quote
“The East Tennessee Science Partnership not
only increased student performance but also
allowed me be to become a confident
and knowledgeable instructor.”
R. Gastineau
8th Grade Science Teacher
Quote from a Lead Teacher
“Participating in this project has been one of the
most rewarding, informative, and beneficial
projects I have participated in. The Professional
Development was what was needed because of the
data training and other analysis. I wish more
administrators were aware of this and would allow
teachers to develop individual professional
development plans. Time is too precious to waste
on unneeded professional development.”
Diane Vaughn, President
Tennessee Science Teachers Association
Internal Evaluation: Some Indicators
1. Teachers appear to desire a larger, more
central role in developing and sustaining
improvements in teaching and learning.
Internal Evaluation: Some Indicators
2. Even a few days of targeted, focused
professional development can have an
immediate impact on teachers from the
perspective of school improvement. The
relatively technical aspect of school reform, data
analysis, can be taught to teachers in a few
days time if the lessons are contextually
realistic, meaningful, and integrated with handson applications that occur over a period of
weeks.
Internal Evaluation: Some Indicators
3. Standards-based improvement efforts require
that all actors, and especially specialists from
higher education providing content training, be
fully cognizant of national and state science
standards and use them as the basis for
training efforts. In the past higher education
content experts were typically not aware of the
P-12 science content standards, especially
from perspective of the requirements for each
individual grade levels.
Q&A
If you have any questions later, please contact me at:
Dr. Terry Lashley
SouthEast Educational, Incorporated
239 South Peters Road
Knoxville, Tn 37923
Office: 865-357-3280
Fax: 865-357-3281
Email: [email protected]

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