across the state, and see which of these seemed to be the biggest priority for students in their school. In most cases, this aligned with the gaps identified by the SEC, and pointed out the topic of focus for teachers. However, because MEAP tests weren’t yet aligned with the GLCE’s (they are starting this year), teachers could also use a set of content assessments that were specifically aligned with the Companion Documents for the Science GLCE’s with their current group of students using Data Director or pencil and paper assessments at the start of the year to identify the particular problem areas for students.
EVALUATING THE IMPACT OF PROFESSIONAL LEARNING
After teachers made decisions on what to focus on based upon the data from their classrooms, each teacher selected a major topic (from the GLCE Companion Documents) for their grade level to focus on during the year. Teachers were also encouraged to look at the NETS standards for technology, to decide what tools to try to incorporate into the classroom. Teachers would use the rest of the school year to work together in teams to develop an inquiry-based curriculum unit on the problem topics that they could teach in the spring. Along the way, teachers were provided with model materials in their topic of choice to help them understand and implement inquiry-based learning practices with students. In addition, content experts from their field of choice were identified to work with the teams to address specific content information, and to provide insight and suggestions for how to introduce the problem topics in the classroom.
MACULJOURNAL |
One of the great parts about using data to make decisions about what to focus on in professional learning is that you can revisit that data, or other more detailed data that you generate during classroom instruction, as a way to evaluate the professional learning experience. Choosing data that you can examine over a period of years will allow longitudinal assessment of improvement in classroom instruction and student learning. Such is the case for the GPS project, which will examine item-level student achievement, as well as customized tests and assessments on the topics the teachers focused on, as a way to see the impact on students over time. Most research suggests that it takes about three years for teachers to significantly change practices or feel comfortable (and effective) with new content. So, knowing and expecting this can help you understand the effects of a professional learning activity over time.
For more information about the GPS project, design-based professional learning, or other suggestions and findings for professional learning that are based on data, check the “Resources” page for SIG-PL (
http://sigpl.org).
USING DATA CHART TAGLINE:
The GPS program used school data generated by the Data 4 Student Success site to first identify problematic topics for students at the state and school level.
Stephen Best leads outreach and professional development efforts in science, mathematics, engineering, and technology at the University of Michigan. He is director of the statewide “Investigate the State” project and several other statewide efforts and can be reached at
sdbest@umich.edu.
Spring/Summer 2011
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