Transcript No Slide Title

National Science Foundation
Mathematics & Science Partnerships
Program (MSP)
Longitudinal Study of the Effects
of Professional Development
On Improving Mathematics and
Science Instruction
A Collaborative Study conducted by
• Council of Chief State School Officers
• University of Wisconsin - Madison
• American Institutes for Research
The Purpose of the Study is to
determine:
• Whether professional development (PD)
activities supported by MSP programs are
consistent with research-based qualities of PD
• The effects of PD on mathematics/science
instructional practices and content
• How MSP programs use study findings to
improve PD effectiveness
Study Instruments &
Data Collection
Survey of Enacted Curriculum (SEC)
- Spring / Summer of 2003
- Winter of 2005
Professional Development Activity Log
(PDAL)
- From Summer 2003 to Summer 2004
Professional Development Interview
(PDI)
- Fall of 2004
Instructional Practices
Student Activities
Professional Development
Summer
2003
Instructional Content
Winter
2005
Instructional Practices
Student Activities
Professional Development
Instructional Content
School & Class Description
Assessment Use
Homework Assignment
Instructional Influences
Classroom Practices
Instructional Preparation
Student Activities
Teacher Opinions
Use of Educational Technology
Teacher Characteristics
Professional Development
Instructional Content
Survey of Enacted Curriculum
• Informed consent
- Voluntary
- Confidential (seal envelope)
• Back cover information
- Contact information
• Target class / Reporting period
• 60 to 90 minutes
Instructions for Selecting the Target
Class
Mathematics Instruction -- For all questions
about classroom practices, please refer only to
activities in the mathematics class you teach. If
you teach more than one mathematics class,
select the first class that you teach each week.
If you teach a split class (i.e. the class is split
into more than one group for mathematics
instruction) select only one group to describe as
the target class.
Step 1; Indicate topics not covered in this class.
Begin by reviewing the entire list of topics identified in the topics column of each table, noting
how topics are grouped. After reviewing each topic within a given grouping, if none of the
topics listed within that group receive any instructional coverage, circle the “<none>” in the
“Time on Topic” column for that group. For any individual topic which is not covered in this
science class, fill-in the circled “zero” in the “Time on Topic” column. (Not necessary for
those groups with “<none>” circled.) Any topics or topic groups so identified will not require
further response. [Note, for example, that the class described in the example below did not
cover any topics under “Instructional Technology” and so “<none>” is circled.]
Step 2; Indicate amount of time spent on each topic covered in this class.
Examine the list of topics a second time. This time note the amount of coverage devoted to
each topic by filling in the appropriately numbered circle in the “Time on Topic” column,
based upon the following codes:
0 = None, not covered
1 = Slight coverage
(less than one class/lesson)
2 = Moderate coverage (one to five classes/lessons)
3 = Sustained coverage (more than five classes/lessons)
Step 2
Time on Topic
<none>
Step 1
1
Middle School Mathematics Topics
Number sense / Properties / Relationships
Expectations for Stude
Memorize Facts,
Definitions,
Formulas
Perform
Procedures
   
101
Place value
   
   
   
102
Whole numbers
   
   
   
103
Operations
   
   
   
104
Fractions
   
   
   
105
Decimals
   
   
   
106
Percents
   
   
   
107
Ratio, proportion
   
   
   
108
Patterns
   
   
   
109
Real numbers
   
   
   
110
Exponents, scientific notation
   
   
   
111
Factors, multiples, divisibility
   
   
   
112
Odds, evens, primes, composites
   
   
   
113
Estimation
   
   
   
114
Order of operations
   
   
   
115
Relationships between operations
   
   
   
116
Mathematical properties (e.g., distributive property)
   
   
Memorize Facts,
Definitions,
Formulas
Perform
Procedures
<none>
6
Instructional Technology
   
601
Use of calculators
   
   
   
602
Graphing calculators
   
   
   
603
Computers and internet
   
   
Step 3; Indicate relative emphases of each student expectation for ev ery topic taught.
The final step in com pleting this section of the survey concerns your expectati ons for w hat
stude nts should know and be able to do. For each topic area , please provide in formation about
the relative a mount to instructional tim e spent on work designe d to help studen ts reach ea ch of
the lis ted expectations by filling in the approp riately numbered circle us ing the re sponse codes
listed be low . (Note: To the left of each conte nt sheet you w ill find a list of des crip tors for each
of the five expectations for s tudents .)
0
1
2
3
=
=
=
=
No em phasis
Slight emphasis
M oderate e mphasis
Sustained emphasis
(N ot an expec tation for this topic.)
(A ccounts for le ss than 25% of the tim e spent on this topic .)
(A ccounts for 25% to 33% of the tim e spent on this topic .)
(A ccounts for more than 33% of the tim e spent on this topic .)
N ote: A code of “3" should typically be given for on ly one, and no more than tw o expe ctation
categories w ithin any given topic. No e xpectation codes should be filled-in fo r tho se
topics for which no coverage is provided (i.e. circled “0" or “< none > ”).
Step 3
Middle School Mathematics Topics
Expectations for Students in Mathematics
Memorize Facts,
Definitions,
Formulas
Perform
Procedures
Demonstrate
Understanding of
Mathematical Ideas
Conjecture,
Generalize, Prove
Place value
 
c  
c

  
c 
  
 
c  
Whole numbers
  
c 

  
c
 
c  
 
c  
Number sense / Properties / Relationships
Professional Development
Activities Log
(PDAL)
Characteristics of the
PDAL
Provides monthly report of professional
development including MSP-sponsored
and non-MSP-sponsored activities
Documents one-time and recurring
activities
Captures formal and informal
professional development activities
Accessing the PDAL
Teachers will receive detailed instructions
Each teacher will log in once a month starting
at the end of June 2003 and continuing for 15
months
On average, takes about 15 minutes per
month
A reminder notice will be sent before the 15th
of the month, the entry close out date
Log entry can be saved and re-accessed later
Once finalized, no revisions will be allowed
Data are maintained confidentially using user
name and password protection
PDAL and
Follow-up Interviews
A small sample of teachers will
participate in interviews about the
quality and application of their PD
experiences documented in the PDAL
Teachers will be asked to maintain
copies of PD materials as part of the
data resources (for example, course
syllabus)
Teacher Incentives
Review | Reflection | Planning
• Examine the alignment of
instruction with content standards
• Secure on-line access to individual
results
• Honoraria
Contact Us:
Kwang Suk Yoon
American Institutes for Research
202-944-5358 or [email protected]
Andra Williams
Council of Chief State School Officers
202-336-7029 or [email protected]