Toward a Theory of Strengths-Based Professional Learning: Improving Outcomes in Elementary Mathematics

• In Event: Teacher Professional Learning: Guiding Principles for Improving Student Outcomes, Implementing the Common Core

Abstract

Summary. Professional development providers routinely overlook establishing positive relationships with teachers, cultivating a positive climate, accessing teachers’ prior pedagogical and content knowledge and developing a shared vision for their work (Givvin and Santagata, 2011). Instead professional development providers focus on content, actively involving teachers, teacher collaboration and the duration of the professional development provided (Desimone et al, 2002). This research and professional learning opportunity involved using perceived, self-identified teacher strengths to improve the teaching and learning of mathematics at one school in southern California. It provides evidence that strengths-based teacher learning improves teacher self-efficacy and student outcomes and proposes that similar models will support implementation of the common core.
Objectives. This work had multiple objectives: 1. Identify the strengths of participating teachers; 2. Engage teachers in a high quality collaborative professional learning experience; 3. Give teachers opportunities to observe each other engaging in their best practice; 4. Increase the kinds and quality of teaching practices used to provide students access to the curriculum (Kent, 2004); and 5. Increase the number and percentage of students performing at proficient and advanced levels in mathematics for participating teachers.
Theoretical Framework. Sociocultural theory was used to guide this work and meet the objectives outlined above. The sociocultural framework was used in concert with a strengths-based approach to teacher professional development in mathematics (De Valenzuela, Connery & Musante, 2000). Because sociocultural theory guided this work, participating teachers and the professional learning partner worked together to identify teaching strengths. Teachers identified their own strengths and taught each other about improving teaching practice.
Methods. Eight teachers met monthly at their school site with a university professor for one hour. Teachers identified their instructional strengths. They were given opportunities to teach each other and observe each other. Each month, teachers were observed individually by the university professor, a professional partner and collaborator. Each observation was followed by a one-on-one conversation about what went well and how teachers could improve math instruction. Data include: video, observation notes, reflective notes, periodic assessment results and meeting agendas. Student outcomes were measured by district assessments and the Mathematics California Standardized Tests.
Results. Overall, the number and percentage of students performing at proficient and advanced levels on district assessments and standardized tests increased for the participating group. Teachers increased the number of research-based strategies they used in their classrooms. Teachers also reported that children seemed to enjoy math more and complete more math homework. Finally, parents reported improved student efficacy in the area of math.
Significance. Identifying ways to improve outcomes for schools and children in all settings is essential to closing opportunity and achievement gaps. This collaboration contributes to the body of work that finds ways to ensure all students have access to the curriculum. Quality strengths-based, professional development will be an important key to the successful implementation of the common core. This work suggests that quality professional learning opportunities will utilize a strengths-based approach.

Author

• Spring Cooke, Pepperdine University