Design-Based Implementation Research: Adapting a Professional Development Leadership Model With a School District

• In Event: A Behind-the-Scenes Look at Effective Video-Based Professional Development

Abstract

This presentation will describe the Problem-Solving Cycle (PSC) model of professional development and Mathematics Leadership Preparation (MLP) model of PD leader preparation (Author, 2015c), and our current Design-Based Implementation Research project to adapt the models for implementation in the San Francisco Unified School District (SFUSD). We will focus specifically on our approach to preparing Math Leaders to lead video-based discussions, and how we have followed the principles of DBIR to adapt the models in ways that meet district goals for implementing Common Core Mathematics Standards curriculum.
The Problem-Solving Cycle model consists of a series of three interconnected workshops, organized around a rich mathematical problem. During the workshops teachers solve the problem and prepare to teach it (Workshop 1), and then use video clips and student work from their PSC lessons to analyze student reasoning and instructional practices (Workshops 2 and 3). Each cycle focuses on a different mathematical problem and highlights specific issues related to teaching and learning. The structure of the PSC enables teachers to share a common mathematical and pedagogical experience and re-visit that shared experience via video, providing a foundation upon which to build a supportive community.
The Mathematics Leadership Preparation model is designed to prepare PD facilitators, i.e., Math Leaders, to plan and lead PSC workshops. It consists of two components: a Summer Leadership Academy in which the Math Leaders learn about the PSC and key facilitation practices, and Leader Support Meetings that provide ongoing, structured guidance throughout the academic year as they prepare to lead PSC workshops. The MLP model incorporates multiple opportunities for participants to plan and rehearse PD facilitation practices, and to receive feedback from both the facilitators of the MLP development experiences and their fellow Math Leaders. In addition, it provides a structure within which they can adapt the PSC to SFUSD priorities and the specific needs of the teachers at their site, while maintaining the integrity of the goals and design of the PD program. Adaptations for SFUSD include tailoring the PSC workshops to a newly de-tracked middle school mathematics curriculum and commitment to universal access, particularly for English Learners.
Because video clips from participating teachers’ PSC lessons are such an integral part of PSC workshops, a central focus of the Leader Support Meetings is to provide opportunities for the Math Leaders to plan and rehearse video-based discussions. A significant portion of time is typically devoted to Math Leaders looking through the available video and identifying clips likely to foster rich conversations about student reasoning and instructional practices, with the assistance of the MLP leaders. Once these clips have been identified, the Math Leaders plan launch and “back-pocket” questions to guide the discussions, and then rehearse the discussions with the group. This presentation will describe the activities and tools we have developed for supporting PSC facilitators to select video clips, and plan and practice video-based discussions, including a video-selection matrix, video analysis worksheet, and video rehearsal debrief protocols for the discussion leader and participants.

Authors

• Hilda Borko, Stanford University

• Janet Carlson, Stanford University

• Charmaine Mangram, Stanford University

• Susan Louise Million, Stanford University