Supporting Teacher Learning to Promote Equity in Science Education Through Project-Based Learning

• In Event: Examining Impacts of Professional Development on Project-Based Learning Instructional Practices

Abstract

Objectives and Purpose
As part of a research-practice partnership, we worked with an urban district to increase opportunities for students to learn science so that progress can be made to increase success while closing persistent achievement gaps in middle school science. Project Based Learning coupled with the 5E instructional model, integrated groupwork, local examples of phenomena, support strategies for language learners, and performance assessments formed the basis for a new co-developed middle school science curriculum.
To support the rollout of the curriculum we collaborated with the district science team to develop a comprehensive professional development (PD) plan. This plan addressed the nature of both the curriculum and instruction and supported the development of teacher leaders (TLs). We asked the research question “In what ways do teachers who participate in the TL program shift their instructional practice and support other teachers?”

Perspective or Theoretical Framework
Our theory of action draws from literature on effective professional learning programs that offer high-quality, high-impact learning opportunities for teachers (van Driel et al, 2012: Borko et al, 2010; Desimone, 2009) while developing teacher leadership (Cheung et al, 2018). TLs are empowered to engage peers in understanding and developing teaching practices that promote equity; strengthen pedagogical content knowledge (Shulman, 1986; Carlson & Daehler, 2019); and design learning experiences for adult learners that result in improved science teaching and learning through the development of professional learning communities (PLCs). The PLC approach offers opportunities for teachers to situate the work in practice; to engage in inquiries about the curriculum; and to continue learning in an ongoing and sustainable manner.

Data Sources/Methods
We collected data from teachers who participated in a districtwide TL PD between 2017-19 representing 21 schools. Data sources included surveys, interviews, field notes, and artifacts.

Results
The data indicated that the TLs started integrating what they learned during the 2018-19 school year in their own classroom and by sharing with their colleagues. They implemented team building activities, student work protocols, English Language Resources, video-based discussions, peer observation protocol, discussion rehearsal protocols, and teacher talk moves. TLs implemented open-door policies to encourage visits from other teachers. They also started facilitating workshops onsite. A major challenge was finding time for collaboration with colleagues.
An overall challenge was that the TLs had a wide range of leadership experience when they started the PD. As a result, they needed various levels of support to feel ready to share what they learned with their site colleagues.

Significance and Implications
The district plans to continue expanding TLs roles. During the 2019-20 school year the middle school and high school science program merged to bring in more expertise, focus more on Teacher Leadership skills, and have a more cohesive model of teacher leadership for science in the district. As these TLs gain more experience, the hope is this will serve as a sustainable model over time with these teachers reflecting and working with their site colleagues on a regular basis versus having a one- or two-time event run by the district.

Authors

• Janet Carlson, Stanford University

• Rebecca R. Deutscher, Stanford University