Models for Effective and Scalable Teacher Professional Development

Thompson, Marnie; Goe, Laura

doi:10.1002/j.2333-8504.2009.tb02164.x

Cited by 8 publications

(6 citation statements)

References 17 publications

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“…The requirement that every teacher participate does not always go down easily in the United States, where it simply is not customary for teachers' practice to be exposed to others, unless it is done voluntarily. But, as Black et al (2003) noticed, and has been confirmed in U.S. research on this model of professional development (Lyon, Wylie, & Goe, 2006;Thompson & Goe, 2006), for teachers, knowing they will be expected to report on their most recent efforts is often what motivates them to follow through on trying out some aspect of AfL. So one function of the How's It Going?…”

Section: Superstep A: Teachers Learn Extensively and Deeply About Minmentioning

confidence: 95%

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Tight but Loose: Scaling Up Teacher Professional Development in Diverse Contexts

Wylie¹,

Goe²,

Leusner³

et al. 2008

ETS Research Report Series

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As part of its educational and social mission and in fulfilling the organization's nonprofit charter and bylaws, ETS has and continues to learn from and also to lead research that furthers educational and measurement research to advance quality and equity in education and assessment for all users of the organization's products and services. Abstract This series of papers was originally presented as a symposium at the annual meetings of the American Educational Research Association (AERA) and the National Council on Measurement in Education (NCME) held between April 9, 2007, and April 13, 2007, in Chicago, IL. The authors represent school districts and departments of education across the United States, as well as researchers at Cleveland State University, Educational Testing Service (ETS), the Institute for Education in London, and the University of Wyoming at Laramie. All of the current ETS staff, along with Dylan Wiliam and Marnie Thompson, worked at ETS for several years on an iterative research and development program, out of which grew the Keeping Learning on Track ® (KLT) program.These papers represents the thinking about the theory behind the KLT program, describes the range of contexts used to implement the program, and illustrates the inherent tensions between the desire to maintain fidelity to a theory of action and the need to demonstrate flexibility in order to accommodate local situations. Papers 2 through 6 present descriptions of five implementations in chronological order.Key words: Keeping Learning on Track, KLT, teacher learning communities, TLCs, assessment for learning, AfL, formative assessment i IntroductionTeaching and learning aren't working very well in the United States. Considerable effort and resources, not to mention good intentions, are going into the formal enterprise of education, theoretically focused on teaching and learning. To say the least, the results are disappointing. Looking at graduation rates (one aggregate measure of the effectiveness of current practice) is sobering. Nationally, graduation rates hover below 70% (Barton, 2005), a figure that is certainly not the hallmark of an educated society. Worse, for the students who are most likely to land in low performing schools-poor students and students of color-graduation rates are even more appalling. The Schott Foundation (Holzman, 2006) reported a national graduation rate for African American boys of 41%, with some states and many large cities showing rates around 30%. Balfanz and Legters (2004) even went so far as to call the many schools that produce such abysmal graduation rates by a term that reflects what they are good at: dropout factories. The implications of such educational outcomes for the sustainability of any society, much less a democratic society, are staggering.Learning-at least the learning that is the focus of the formal educational enterprisedoes not take place in schools. It takes place in classrooms, as a result of daily, minute-to-minute interactions between teachers and students and the subjects th...

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Section: Superstep A: Teachers Learn Extensively and Deeply About Minmentioning

confidence: 95%

“…These phases and the research and development process that led to their current structure within KLT are explained in detail in an earlier paper by Thompson and Goe (2006), from which much of the following discussion is drawn.…”

Section: Two Phases Of Professional Learningmentioning

confidence: 99%

Tight but Loose: Scaling Up Teacher Professional Development in Diverse Contexts

Wylie¹,

Goe²,

Leusner³

et al. 2008

ETS Research Report Series

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“…Deserving special mention was Braun's (2005) report "Using Student Progress to Evaluate Teachers: A Primer on Value-Added Models," which called attention to the problems with this approach. Finally, a third work stream targeted professional development, including enhancing teachers' formative assessment practices (Thompson and Goe 2009;Wylie et al 2009). …”

Section: Teacher and Teaching Qualitymentioning

confidence: 99%

Advancing Human Assessment: A Synthesis Over Seven Decades

Bennett

Davier

2017

Methodology of Educational Measurement and Assessment

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This book has documented the history of ETS's contributions to educational research and policy analysis, psychology, and psychometrics. We close the volume with a brief synthesis in which we try to make more general meaning from the diverse directions that characterized almost 70 years of work.Synthesizing the breadth and depth of the topics covered over that time period is not simple. One way to view the work is across time. Many of the book's chapters presented chronologies, allowing the reader to follow the path of a research stream over the years. Less evident from these separate chronologies was the extent to which multiple streams of work not only coexisted but sometimes interacted.From its inception, ETS was rooted in Henry Chauncey's vision of describing individuals through broad assessment of their capabilities, helping them to grow and society to benefit (Elliot 2014). Chauncey's conception of broad assessment of capability required a diverse research agenda.Following that vision, his research managers assembled an enormous range of staff expertise. Only through the assemblage of such expertise could one bring diverse perspectives and frameworks from many fields to a problem, leading to novel solutions.In the following sections, we summarize some of the key research streams evident in different time periods, where each period corresponds to roughly a decade. Whereas the segmentation of these time periods is arbitrary, it does give a general This work was conducted while M. von Davier was employed with Educational Testing Service.

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“…As discussed in Thompson and Goe (2008), several models for implementation and delivery have been piloted during the past two years. One main component of each of these models was the establishment of TLCs.…”

Section: How To Change: Teacher Learning Communities (Tlcs)mentioning

confidence: 99%

Teacher Professional Development Focused on Formative Assessment: Changing Teachers, Changing Schools

Wylie

Lyon

Goe

2009

ETS Research Report Series

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This paper outlines an approach to improving learning and teaching that combines two strong research bases: The research on formative assessment or assessment for learning provides information about what to change; research on teacher learning communities guides decisions about how to change. In this paper we describe the content and process for one model of teacher professional development. Two case studies for two school districts engaged in this process of teacher change are then presented along with descriptions of the observed effects on both the participating teachers and their larger school contexts.

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Models for Effective and Scalable Teacher Professional Development

Cited by 8 publications

References 17 publications

Tight but Loose: Scaling Up Teacher Professional Development in Diverse Contexts

Tight but Loose: Scaling Up Teacher Professional Development in Diverse Contexts

Advancing Human Assessment: A Synthesis Over Seven Decades

Teacher Professional Development Focused on Formative Assessment: Changing Teachers, Changing Schools

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