Melanie Taylor Horizon Research, Inc. AIM: K–8 Science Melanie Taylor Horizon Research, Inc.

MSP Theory of Action (Big Picture) This is the basic theory of action for the MSP program. PD is intended to lead to increased teacher knowledge and skills, which should lead to improved classroom practice, and ultimately greater student learning. Our goal is to better understand how different approaches to PD affect downstream outcomes.

AIM: K–8 Science AIM is an NSF-funded MSP RETA AIM has the opportunity to develop instruments and collect data that no single MSP project has the resources to do.

Study Component 1 For component 1 of the study, we need information on the PD, and pre/post PD teacher knowledge measures

Study Component 2 For component 2, want teacher knowledge measure prior to teaching of unit; if teacher was in component 1, the post-PD assessment would be this data point. Teacher survey will include items on instructional practices, teacher beliefs about teaching and learning, and contextual factors (e.g., alignment of MSP efforts with school/district priorities). Classroom observations will not be done on a large scale, but will be done in select areas.

Topics Force and Motion Populations and Ecosystems (i.e., Interdependence) Climate and Weather Evolution and Diversity Forms of Energy Properties of and Changes in Matter

Instruments

PD-Provider Log Captures what teachers experience in PD PD providers complete a log at the end of each day of PD on the targeted topic 15 minutes or fewer to complete Honorarium of $15 per completed log Also, our plan is for the log to be web-based, though a paper version is possible if needed. $15/log, but providers must complete log for each day of PD on the targeted topic.

PD Observations HRI will observe a sample of PD sessions.

Teacher Tracking System In addition to knowing what happens in PD, AIM needs to know which teachers attended each session.

Teacher and Student Assessments Each assessment will take about 30 minutes to administer (all multiple choice). All teacher assessment items are set in the context of work that teachers do, e.g., using content knowledge to analyze student thinking.

Classroom Practice Teacher questionnaire Classroom observations Instructional practices Beliefs about effective instruction Teacher efficacy Contextual factors that affect science instruction Classroom observations Only for a subset of teachers

Timeline Teacher assessments for Force and Motion, Populations and Ecosystems by Summer 2010. Student assessments for these two topics ready for use by Spring of the 2010-11 academic year. Data collection will begin in Summer 2010.

Timeline Assessments for other topics will be added in following years. We anticipate data collection continuing through at least the 2011-12 academic year.

Re-Cap: Two Main Components Relationship between PD and teacher content knowledge Relationships among teacher content knowledge, beliefs, classroom practice, and student learning Projects can participate in either or both components for one or more topics.

What’s Required to Participate Component 1: Complete PD-provider logs Submit teacher tracking data Administer content assessment to teachers pre- and post-PD Allow PD to be observed

What’s Required to Participate Component 2: Administer content assessment to teachers prior to their teaching of the unit on targeted topic If teacher is participating in Component 1, the post-PD assessment may be used Administer student content assessment at the beginning and end of unit on targeted topic Administer teacher questionnaire Teachers complete while students are doing their post-test

What Do Projects Gain by Participating? Opportunity to contribute to knowledge generation that will help the field in the future. Additional data for project-specific studies: PD-provider log data; Teacher assessment data; Teacher questionnaire data; and Student assessment data.

We are looking for a set of projects that vary in their approaches to professional development and that have different school contexts. We will try to include as many projects as possible in the study, but need to make sure we get the right mix.

Projects Not Participating for a Given Topic We will be recruiting teachers to pilot instruments (on-line). If you are willing to disseminate information to teachers, we will send you emails and ask that you forward them to potential participants. Teachers will be paid an honorarium for participating in a pilot and their identities will be kept confidential.

How to Contact Us If you might be interested in participating: http://www.horizon-research.com/aim/signup How to contact AIM: aim@horizon-research.com

Also of Possible Interest MSP-KMD has also developed a series of “knowledge reviews” that share research findings and practice-based insights: Deepening teacher content knowledge Preparing and deploying teacher leaders Involving STEM faculty

Also of Possible Interest MSP-KMD has developed a searchable, on-line, database with information about instruments used to assess teacher content knowledge (mathematics and science, K–12). The database currently contains summaries of 144 instruments.

Can Search By: Content area Grade levels Nature of instrument, e.g., Any multiple-choice/constructed response assessments Assessments that include a scale score with information about reliability and validity Interview protocols Observation protocols

These resources are located at: http://www.mspkmd.net/

Disclaimer The instructional practices and assessments discussed or shown in this presentation are not intended as an endorsement by the U. S. Department of Education.