School-Based Structures That Support Teacher Use of Learning Trajectory Frameworks

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Abstract

Purpose

The OGAP intervention included a site-based approach to increase understanding and capacity across all participating teachers. Each school was asked to hold bimonthly PLCs with the primary purpose of collaboratively analyzing student work, using learning trajectory frameworks and determining appropriate instructional responses. PLCs were led by teacher leaders, who had been identified by the school’s principal and were provided with an additional day of training each year, along with on-site support provided by program staff. This paper presents qualitative analysis of five distinct PLCs in order to understand whether and how they support the implementation of OGAP routines and practices and whether they are related to improved outcomes. Specifically, we consider the range and variation of the 5 PLCs with respect to frequency and depth of participation, how members prepare, and how they spend their time during meetings. We also explore the relationship between teacher outcomes on TASK and PLC quality.

Perspective

We drew on Wenger’s (1998) description three dimensions of communities of practice and Cobb, McClain, Lamberg, and Dean’s (2003) application of these dimensions to schools and districts to develop a conceptual framework to identify quality of interactions during the PLCs. Using the three dimensions, shared purpose, shared repertoire, and norms of mutual engagement, we developed criteria for low and high capacity PLCs and high capacity OGAP PLCs.

Methods and Data Sources

Data collection began in the spring of the second year of implementation. Our aim was to examine established PLC practices. We identified PLCs that had a history of meeting regularly, observing each for 3-5 sessions, audiotaping and taking fieldnotes. We also collected artifacts, including digital photos of representative student work. Each Teacher Leader was interviewed prior to the first observation and once the observations had been completed. In addition, three teachers in each PLC were interviewed about their experience with OGAP and the PLCs. Using fieldnotes and our framework, we rated the quality of interactions for each PLC. We also identified patterns in interactions that occurred over several session and defined its focus. Using TASK results, we plan to explore potential relationships between PLC frequency, its primary focus, and the quality of the interactions.

Findings and Significance

We identified three levels of PLC capacity: The first was frequency. Only 5 or 6 of the schools met this bar, by holding regular PLCs, although across these schools, there were 8-9 PLCs that met frequently. The second level was the focus of the PLCs, which includes the extent to which the participants came with completed student work and the conversation focused primarily on analyzing it. The third level involved the quality of the analysis of the student work and the use of OGAP language and tools to analyze it and consider instructional implications. Two, factors that influenced all three criteria were the knowledge and commitment of the Teacher Leader to the approach and the support of the principal. In the coming months, we will exam school-level and individual teacher scores on TASK in relation to PLC quality.

Authors

• Janine Remillard, University of Pennsylvania

• Cecile Huynh Sam, Rowan University

• Hayden Lyons, University of Pennsylvania

• Jordan D'Olier, University of Pennsylvania