developing more effective teachers creating more effective schools
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Developing More Effective Teachers Creating More Effective Schools Preparing Students for the 21st Century World. Washington State October 22, 2010 Joyce Tapper-Benham. Basic Facts. Non-profit organization developed and based at the Harvard Graduate School of Education - PowerPoint PPT PresentationTRANSCRIPT
Developing More Effective Teachers
Creating More Effective Schools
Preparing Students for the 21st Century World
Washington StateOctober 22, 2010
Joyce Tapper-Benham
• Non-profit organization developed and based at the Harvard Graduate School of Education
• Founded in 1999 by HGSE Faculty--David Perkins and Martha Stone Wiske
• Served more than 20,000 educators since 2000
• 270+ institutional clients
• 100 countries, 6 Continents
Basic Facts
What Does WIDE World Do?
WIDE World builds learning communities of
teachers, coaches and school leaderswith structured
online courses and on-site programs that enable schools to cultivate the
critical skills that students need for the21st century world.
States must develop “standards that don’t simply measure whether students can fill in a bubble on a test but whether they possess 21st Century skills like problem-solving, critical thinking, entrepreneurship, and creativity.”
--President Obama March 2009 speech to the
Hispanic Chamber of Commerce
A Time for Change
What Capacities Do Students Need for the 21st Century World?
Problem SolvingProblem Solving
Collaboration
Collaboration
CreativityCreativity
Critical ThinkingCritical
Thinking
TeamworkTeamwork
InnovationInnovation
“Educating for the Unknown”
Teaching for Understanding
Generative TopicsGenerative Topics
Build the curriculum around important and accessible topics that interest students
Understanding GoalsUnderstanding Goals
Define explicit goals for student understanding and publicize them
Performances of UnderstandingPerformances of Understanding
On-going AssessmentOn-going Assessment
Offer multiple opportunities for students to perform in ways that develop and demonstrate their understanding
Assess student performance using public criteria tied to learning goals
Support reflective, collaborative learning communities
of teachers and leaders
The Teaching for Understanding Framework
Generative Topics
Performances of
Understanding
On-Going Assessment
UnderstandingGoals
The TfU Framework Serves as a…
• Model to promote meaningful student understanding;
• Structure for design of professional development;
• Foundation for leadership of learning organizations; and
• Shared language and coherent vision for improving communication and collaboration.
WIDE World Online Courses
Leading for Understanding
Data Wise
DifferentiatedInstruction
MultipleIntelligences Coach
Development (online and face-to-face)
Action Research
Math,Reading& WritingFocused
Teaching for Understanding
WIDE World Programs of Study
• Instructors design courses, select and
supervise Coaches and lead online learning
< Instructor
Boston,Massachusetts
Rochester, New York
St. Louis, MO
Brockton,MA
Namibia Singapore
Coaches >
< Online Study Group
People Learning Through Technology
Bangalore,India
Athens,Greece
• Coaches support learners, mediate discussions, and provide individualized feedback
• Coaches often recruited from among WIDE graduates
Hillsborough, FL
Washington State
Washington State
Birmingham, AL
What Happens in a WIDE World Course?
Read about ideas and examples
Discuss ideas with team and study group
Apply ideas in your classroom/school
Discuss that experience and results
Share feedback with coach and peers
Refine and continue the inquiry
= Job-embedded professional development in a professional learning community
Phase 3 Phase 4Phase 4Phase 4Phase 4Phase 1 Phase 2
Tailored Program for your District to Ensure Impact and Sustainability
• The collaboration continues with a new cohort…..
• The collaboration continues with a new cohort…..
WIDE World for School Improvement
Phase 3Phase 3Phase 3Phase 3
• Teachers and leaders go through Coach Development process (course and apprenticeship)
• District Leadership & WIDE World evaluate progress
• Teachers and leaders go through Coach Development process (course and apprenticeship)
• District Leadership & WIDE World evaluate progress
Phase 2Phase 2Phase 2Phase 2
• Teachers enroll in second teacher course; leaders enroll in a leadership course
• WIDE World nominates Online Coach candidates
• Teachers enroll in second teacher course; leaders enroll in a leadership course
• WIDE World nominates Online Coach candidates
Phase 1Phase 1Phase 1Phase 1
• Needs assessment/ program plan by WIDE World & district leaders
• Face to face “kickoff” workshop
• Initial group of teachers and leaders enroll in a course(s)
• Needs assessment/ program plan by WIDE World & district leaders
• Face to face “kickoff” workshop
• Initial group of teachers and leaders enroll in a course(s)
Reach and Impact
WIDE World Reach and Impact
Key U.S. Clients
Birmingham (AL) City SchoolsEast St. Louis (IL) School District
Hillsborough County (FL) Public SchoolsKentucky Department of Education
(and 70+ districts)Memphis (TN) City Schools
New York City Public Schools Orange County (FL) Public SchoolsThe School District of Philadelphia
Westbrook (ME) Public Schools
Evaluating Online Professional Learning
Participants’ Reactions• 83% course completion rates• 92% would recommend the course to a colleague
Participants’ Learning• 98% say their practice improved • EDC independent study showed participants apply theory to
practice
Teachers’ and Leaders’ Performance• teaching with students--focused on understanding• distributed leadership promotes learning for adults and
students
Impact• Student Performance: improved interest, understanding of
goals, confidence, and test scores• School Structure and Culture: shared vision and common
language for high quality instruction; from a culture of blame to a culture of shared responsibility
Orange County Public Schools, FL
2007 - Orange County Public Schools in Florida receives five year Teacher Incentive Fund Grant from the U.S. Department of Education– Focus: 10 lowest performing MS and HS– Goal: Student improvement– Results: OCPS reports to U.S. DOE:
• 4.9% FCAT increase in Math after Year 1; 8.1% in year 2
• 5.9% FCAT increase in Science after Year 1; 9.3% in year 2
• 16% increase in teacher retention from Year 1 to Year 2
• 86% of teachers see their students more engaged in learning
• 93% of Year 2 participants successfully completed their course
• 76% of Year 2 course completers receive TIF award
State Wide Implementation
WIDE World is working with the Kentucky Department of Education to foster systemic, wide scale improvements and realize the state’s goal of:
“High Quality Instruction. Every Day. In Every Classroom. For Every Child”
Kentucky Department of Education
“It wasn’t just about struggling schools, we were looking for improvement across all grade levels and all content areas. It wasn’t an intervention for a particular group or performance level, it was an intervention strategy for every kid.”
- Debbie Daniels, Director, Kentucky Cohesive Leadership Systems
New York City Public Schools
WIDE World is working with a selective group of New York City Public Schools to encourage teachers and leaders to be self-reflective, enrich their understanding of current educational research, and apply this new insight to their daily practice.
New York City Public Schools
“I want you to know how important (WIDE World) is to my school and to the kids. It is almost like hitting home runs. It is almost like winning the lottery. I believe right now with the help of Harvard and WIDE World online courses we are hitting home runs … and we are enjoying and loving it!”- Pat Quigley, Principal, Community School
61
Program Summary
Mission: To transform school systems by developing communities of teachers and school leaders to cultivate the critical learning students need for the 21st CenturyWIDE World is:
– Research Based– On-line– Job embedded– Team based with Coaching– Tailored for local impact– Global learning
Visit our website: http://wideworld.gse.harvard.edu
or call:
Patrick SchneiterClient Services Manager
617-496-9965
For More Information
Course Platform
zarowin *******
New Session Begins
Participants work on and submit the second set of assignments
Week 1
Week 2
Participants work on and submit the first set of assignments
A Typical Session Includes…
Reflection on the Previous SessionNew Content for the Current SessionAssignments
– Reading and Reflection– Project Development– Classroom/Practical Applications
The Learning Process
* Read about ideas and examples* Discuss and reflect on ideas* Develop projects that apply ideas* Apply ideas* Share application experiences and results with and receive feedback from coach and peers* Refine work and continue the inquiry