The Impact of the Professional Development Model on Teacher Practices: A Case of Learning Team F

• In Event: The Impact of a Statewide Professional Development Model for Formative Assessment on Teacher Learning and Practices

Abstract

Objectives or purposes
The purpose of this study is to examine how teachers from one learning team (LT) translated knowledge presented in their meetings into formative-assessment practices in their classrooms.

Perspective(s) or theoretical framework
The key purpose of establishing teacher professional communities is to provide opportunities for teacher learning resulting in improved teacher practice (Grossman et al., 2001; Little, 2002b; Lachance & Confrey, 2003; Stein et al., 1999). Professional development focused on specific instructional practices, such as formative assessment, tends to increase teachers’ use of those practices in the classroom and specific features of the PD, such as active learning opportunities, increase the effect of PD on teacher’s instruction (Desimone, et al, 2002, Fishman et al, 2003). However, changes in teacher learning and practice, takes time and sustained focus (Kennedy, 2005).

Data Sources & Methods
The primary data sources for this study are videos of five LT “F” members’ classroom teaching. LT “F” is a mixed content, high school LT. The five LTMs videotaped taught: personal relations, earth science, Spanish 1, senior English, and Algebra 1. Similar to the previous study, we used a recursive – top-down and bottom-up coding process. We began with themes identified by the learning team meeting content and professional development materials and supplemented these codes with emerging categories based on careful analysis of teacher practices in the classroom. We also employed constant comparative analysis (Miles & Huberman, 1984) for data reduction and the refinement of descriptive categories.

Results
The patterns that emerged from the classroom videos centered on teachers’ use of “tools” and “strategies” for either formative or non-formative purposes. While discussion in the LT meeting focused on formative assessment as a process used to inform teaching and learning, some teachers tended to give students “formative assessments”, but not use the information students gave them to provide “actionable” feedback or modify their instruction, rendering them not formative. For example, the math teacher used a strategy of one-on-one conferences with students to go over a quiz that they had taken. However, the feedback given to students was mostly, “great job!” or “You nailed it!” When students missed a question, the teacher would give them the answer and ask, “Now does it make sense?” In contrast, the Spanish teacher, also the coach of the LT, provided students with a learning target at the beginning of class, modeled how to conjugate certain verbs and provided students with feedback on their practice. She had a back and forth conversation, in both Spanish and English with the whole class and smaller groups, and revisited vocabulary and ideas that students struggled with in reading a story.

Scientific or scholarly significance of the study or work
There are few studies that document the links between professional development, changes in teachers’ knowledge and beliefs, and changes in teachers’ practice. This small case study makes links between PD and how teachers enacted formative assessment in their classroom.

Authors

• Amelia Wenk Gotwals, Michigan State University

• Tara Kintz, Michigan State University

• John L. Lane, Michigan State University