STEM K-16 Learning Communities: Avenues for Success

Nancy Vandergrift (UGA) & Sabrina Hessinger (AASU)October 2, 2009

STEM K-16 Learning Communities: Avenues for Success

Nancy Vandergrift (UGA) & Sabrina Hessinger (AASU)October 2, 2009

Faculty participation in teacher preparation and in school improvement may include documented efforts in: Improving their own teaching so as to model effective

teaching practices in courses taken by prospective teachers.

Contributing scholarship that promotes and improves student learning and achievement in the schools and in the university.

Collaborating with public schools to strengthen teaching quality and to increase student learning.

Faculty Participation in the STEM Initiative

Participant Session GoalsParticipant Session Goals

Sabrina Record

Outline for PresentationOutline for Presentation

I. Sharing LC ideas & Set session goals

II. STEM Professional Learning Communities Key Elements LC Examples

III. Development of the Key Elements Refer back to participant ideas and discuss

strategies

IV. LC Outcomes

V. Q&A

VI. Resources

What is a Professional Learning Community?What is a Professional Learning Community?

A Professional Learning Community (PLC) is a group of educators who work collaboratively over time for the purpose of learning how to improve their own instruction and increase student learning.

K-16 Learning CommunitiesK-16 Learning Communities

Key ElementsKey Elements

Key Elements of Successful LCsKey Elements of Successful LCs

Supportive environment Conditions (Examples)

Space, time, food, fundingAdministrative support (Examples)

Work is valued Resources are shared, available Organizational support

Key Elements of Successful LCsKey Elements of Successful LCs

Community among K-16 members includes… Comaraderie & collegiality Social interactions & enjoyment of one

another’s company Sense of belonging to the group Trust, empathy, respect among members

Key Elements of Successful LCsKey Elements of Successful LCsFacilitative & shared leadership

Well organized & demoncraticAgenda settingTask settingMeeting facilitation

Shared vision & goalsGoal settingMonitoring and assessing outcomes

Key Elements of Successful LCsKey Elements of Successful LCs

Collaboration among K-16 members includes… Interdependence of membersMutual engagement in the workShared responsibility for the work

Key Elements of Successful LCsKey Elements of Successful LCs

Reflective and shared practice (Examples)Looking at student workDiscussing classroom strategiesReflecting upon what works and what

doesn’t work

K-16 Learning CommunitiesK-16 Learning Communities

K-16 LC ExamplesK-16 LC Examples

Implementation Models amongPRISM Learning CommunitiesImplementation Models amongPRISM Learning Communities

Regional - Topic Focused

Ex. Northeast GA Chemistry LC

Focus: Designing instruction to help students understand basic chemical concepts

Membership: UGA CHEM faculty grad assistants HS CHEM teachers from 5 school districts

Logistics: Meet once per month at UGA Chemistry Building Activities:

Discuss critical issues in the teaching and learning of chemistry Share successes, challenges, content knowledge, and resources Attend professional learning together

Key Elements in the ModelKey Elements in the Model

Ex. Northeast GA Chemistry LC

Shared Leadership – Co-facilitated by a high school chemistry

teacher and UGA chemistry professor Joint agenda-setting based on

needs/interests Joint responsibility for leading discussions

and sharing work Shared decision-making

Implementation Models amongPRISM Learning CommunitiesImplementation Models amongPRISM Learning Communities

District Level – topic focused

Ex. Glynn County ES Inquiry in Science LC

Focus: Increasing the use of inquiry in 3rd grade science Membership:

CCGA BIOL faculty AASU CoE faculty AASU Elementary Education majors Glynn county ES teachers from 5 schools

Logistics: Met half days on Saturdays, rotated locations Activities:

Planned and implemented ES science units

Key Elements in the ModelKey Elements in the Model

Ex. Glynn County ES Inquiry in Science LC

Shared & reflective practice

Analyzed test data to identify specific areas of need Shared existing unused resources at schools and in libraries Collaboratively developed a series of PD sessions Collaboratively created & implemented common units Observed implementation & assessed student impact

Implementation Models amongPRISM Learning CommunitiesImplementation Models amongPRISM Learning Communities

Multi District – Course focusedEx. Northeast GA AP Calculus LC

Focus: Improving Student Achievement on the College Board Exam

Membership: A CoE Facilitator from UGA & former HS Calculus teacher Teachers teaching AP Calculus from across 12 school districts Higher education faculty from UGA Mathematics Department

Logistics: Meets monthly on a weekday evening at a central location – Chamber of Commerce

Activities: Team building Sharing lesson plans Discussing areas of weakness and increasing content knowledge Exchanging ideas and resources electronically between meetings

Key Elements in the ModelKey Elements in the Model

Ex. Northeast GA AP Calculus LC

Facilitative & shared leadership Shared practice Reflective practice Outcomes assessment

IMPLEMENTATIONIMPLEMENTATION

Getting Started &

Developing the Key Elements

Getting Started &

Developing the Key Elements

So, you want to start a Professional Learning Community… Organize the community

Contact the appropriate department at your nearby public school, and/or

Send an invitation letter to teachers in your area Communicate with members and set the first meeting Set the agenda for the first meeting which should include

developing team norms, determining meeting schedule, and setting goals for the community

Set goals for your work Use student data to determine needs Survey each member for challenges and issues

Go in with your eyes open – it’s hard work Celebrate your successes

Getting Started

Going DeeperGoing Deeper

Analyze Data Review Student Work Share Best Practices Collaboratively Design Customized

Professional Development Review Resources & Literature Engage in Professional Development Engage in Action Research

Facilitating K-16 Community & CollegialityFacilitating K-16 Community & Collegiality

Establish contributing roles for IHE & K-12 LC members Two directional sharing & learning is key

Provide training for IHE and K-12 participants together Equal treatment from start is important

Promote leadership which is shared by K-12 and IHE faculty Co-facilitated learning communities work

Create avenues for collective learning Bring in experts where all LC participants will learn

something new

Development of Key ElementsDevelopment of Key Elements

Supportive environment

Discussion of Participant

PLC Ideas

Development of Key ElementsDevelopment of Key Elements

Community among K-16 members

Discussion of Participant

PLC Ideas

Development of Key ElementsDevelopment of Key Elements

Collaboration among K-16 members

Discussion

Development of Key ElementsDevelopment of Key Elements

Facilitative & shared leadership

Discussion

Development of Key ElementsDevelopment of Key Elements

Shared vision & goals

Discussion

Key Elements of Successful PLCsKey Elements of Successful PLCs

Reflective and shared practice

Discussion

K-16 Learning CommunitiesK-16 Learning Communities

Outcomes Outcomes

Some PLC OutcomesSome PLC Outcomes

Student Outcomes Student learning Student behaviors & performance Student attitudes

Teacher Outcomes Teacher content knowledge Teacher classroom & professional practice

Learning Community Outcomes

“I’ve taught for more than 23 years and I’ve been teaching AP Calculus for the last two years, and I don’t think I could have made it without the learning community.”

“The learning community provides me a chance to hone my skills, and I really enjoy the camaraderie; for the most part, I haven’t had that. The knowledge of this group is powerful.”

Northeast Georgia A.P. Calculus Learning Community

Impact on Higher Education faculty:

“I was struck by teachers’ classroom management strategies. I’ve adopted several for my own classes.”

“Working with K-12 teachers...it has us observing and thinking about teaching methods. More campus discussions are

occurring about pedagogy.”

“In this collaboration it allows both Higher Ed and K-12 faculty see how we are both parts of the same puzzle…”

Observed Impact on K-12 Teachers Indicators of effectiveness of learning communities

Increased AP Exam scores Teachers report that they participate because:

Feel less isolated Enjoy the company of the other LC members Gain something useful for their teaching at each meeting

ResourcesResources

Hord, S.M. “Professional Learning Communities: What are they are they and why are they important?” Issues…about Change, 1997, 6(1), 1-8.

Leo, Tara & Cowan, D’Ette. “Launching Professional Learning Communities: Beginning Actions.” Issues…about Change, 2000, 8(1), 1-16.

Murphey, Carlene U., Lick, Dale W. Whole Faculty Study Groups: Creating Professional Learning Communities that Target Student Learning, 3rd Ed. Corwin Press 2005.

J. S. Kettlewell & R. J. Henry (Eds.) Increasing the Competitive Edge in Math & Science, R & L Education, Lanham, MD, 2009.

AcknowledgementsAcknowledgements

Thanks to: The National Science Foundation under

Grants No. EHR-0314953 and No. DUE-0831774

The University System of Georgia Board of Regents STEM Initiative