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Teaching Your Standards: Putting Standards to Work in the Classroom

Adult Education Content Standards Consortia Meeting. Teaching Your Standards: Putting Standards to Work in the Classroom. Regie Stites and Susan Pimentel July 21, 2005 U.S. Department of Education, Division of Adult Education and Literacy American Institutes for Research.

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Teaching Your Standards: Putting Standards to Work in the Classroom

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  1. AdultEducation Content Standards Consortia Meeting Teaching Your Standards: Putting Standards to Work in the Classroom Regie Stites and Susan Pimentel July 21, 2005 U.S. Department of Education, Division of Adult Education and Literacy American Institutes for Research

  2. Putting Your Standards to Work … • Developing Curriculum • Strengthening Content Knowledge • Planning Instruction

  3. What is Curriculum, Anyway???

  4. When you hear the word “curriculum,” what comes to mind?(Note:There is no wrong answer!)

  5. Some Common Definitions: • State standards (broad goals) • Specific learning expectations • Commercial programs/textbooks • Teaching units/lesson plans • Classroom materials/resources • Classroom methods • Scope and sequence/instruction • Various other classroom tools

  6. Good First Steps: • Get clear as a state about what you mean by curriculum. • Think through what the state has the time and capacity to support. • Think through the type of state support: Organize? Finance? Staff?

  7. Characteristics of Effective Professional Development: • Grounded in inquiry, reflection and experimentation • Participant driven • Collaborative (Promotes teacher communities) • Sustained, intensive, ongoing • Connected to and derived from teachers’ work w/learners

  8. Professional Development, cont’d. 5. Solves specific problems of practice 6. Promotes active learning (hands-on vs. lecture format) 7. When possible, job-embedded 8. Includes incentives 9. Focuses on academic subject matter

  9. Resources on Effective Teacher Professional Development in K-12 Darling-Hammond, L., & McLaughlin, M. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 76(8), 597-604. Corcoran, T. B., Shields, P. M., & Zucker, A. A. (1998, March). Evaluation of NSF's Statewide Systemic Initiatives (SSI) Program: The SSIs and professional development for teachers. Menlo Park, CA: SRI International. http://www.sri.com/policy/cep/pubs/ssi/ssiprfdv.pdf Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915-945. http://aztla.asu.edu/ProfDev1.pdf The Education Alliance. (2005, February). Bridging the achievement gap: The role of professional development for teachers. [online] http://www.educationalliance.org/Professional_Development.pdf

  10. Recommendations for Teacher Professional Development (TPD) in Adult Education Christine Smith, Judy Hofer, Marilyn Gillespie, Marla Solomon, & Karen Rowe. (November 2003). How teachers change: A study of professional development in adult education. NCSALL Reports #25. Cambridge, MA: National Center for the Study of Adult Learning and Literacy. http://www.ncsall.net/fileadmin/resources/research/report25.pdf

  11. Recommendations for TPD in Adult Education (NCSALL) 1 For Program Directors and States • Improve teachers’ working conditions, including access to decision-making in the program • Pay teachers to attend professional development • Increase access to colleagues and directors during and after professional development • Establish expectations at the state and program level that all teachers must continue to learn

  12. Recommendations for TPD in Adult Education (NCSALL) 2 For Professional Developers • Ensure that professional development is of high quality • Offer a variety of professional development models for teachers to attend • Be clear during recruitment for “reform” models of professional development what participation will be like for teachers • Help teachers acquire skills to build theories of good teaching and student success • Add activities to professional development that help teachers strategize how to deal with the forces that affect their ability to take action

  13. Recommendations for TPD in Adult Education (NCSALL) 3 For Teachers • Expect high-quality professional development • Think clearly about what they want to learn in professional development • Recognize the need to develop a philosophy and theory of good teaching and student success • Work to increase opportunities for collegiality and teacher decision-making in their program • Work with other colleagues to improve working conditions

  14. Some possibilities… • TPD focused on content knowledge (subject matter knowledge) • TPD focused on how adults learn and how to teach in key subject areas • Development of classroom tools and resources

  15. Some tools … • Standards Needs Analysis Template • Textbook/Standards Alignment Template • EFF Teaching/Learning Cycle • Top Ten Characteristics of Effective Lessons • Identifying “Power” Standards

  16. Planning Activity Using whatever information and tools are appropriate to the task, identify an area of need (related to putting your standards to work in the classroom) and draft an event, activity, or plan to address that need.

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