Laurell Parris Summer 2005 Can Self-Study and Peer Collaboration Improve the Content Knowledge and Instructional Practices of Selected Elementary School Teachers?

The Issue Teachers must have at their fingertips various strategies and skills to effectively teach the diverse population that they encounter everyday. Teachers must have a good handle on the content they teach and must be able to assess their students and adapt their instruction based on the needs of these students. One way of ensuring that teachers have acquired mastery of content knowledge and have a wealth of instructional practices is to have them continuously involved in professional development.

Purpose of the Study To design, implement, and evaluate a model of professional development that includes self-study and peer collaboration for selected elementary school teachers.

Research Questions How do the participants know and what evidence can they provide to show that they are implementing this professional development model? To what extent do participants know and indicate that this professional development model has allowed them to make progress in their mastery of content knowledge and their delivery of instruction?

Significance of this Study To create schools that meet the needs of all students. To change instructional practices of teachers in meaningful ways. To provide information to help learning organizations create an atmosphere where professional development and change become the norm of continuous improvement. To help administrators to facilitate change in their schools by encouraging staff members to be involved in a professional development model.

Review of the Literature Professional development is at the heart of every major organization. Barbara Larrivee (2000) feels that, “unless teachers engage in critical reflection and ongoing discovery they stay trapped in unexamined judgments, interpretations, assumptions, and expectations.” (p. 294).

Review of the Literature Cont. Wilder and Showers (1992) points out that only 5% of teachers who attend workshops, classes and conferences ever implement what they have learned into their classroom teaching. The implementation rate can rise to 95% when teachers are given opportunities to see the new practice demonstrated in their classrooms, have opportunities to try the practices themselves with supportive feedback from a trusted colleague, and have time to experiment with the new practice in order to fit it into their schema as teachers. (p. 626)

Method of Implementation This study was conducted at Patton J. Hill Elementary School in the Trenton Public School System. The school has approximately 500 students, 45 classroom teachers, 13 para-professionals, 5 specialist and 15 support staff. The New Jersey Department of Education has identified the Trenton Public School District as an Abbott District. In 1997, districts identified as "poorer urban districts" or "special needs districts." became known as "Abbott districts”.

Participants Ten willing elementary school teachers.  Nine tenured and one non-tenured teacher.  Eight women and two men.

Research Design This investigative study uses a qualitative research design of embedded case study. The study will look at an entire group that shares the common culture of a teacher’s consortium. This design is convenient to the nature of the study because these teachers have already made a commitment to come together as a group. The researcher will be a participant in this study and will interact regularly with the participants.

Data Collection Four instruments were used for data collection A Professional Development Attitudinal Scale: –a survey designed to determine teachers’ attitude to professional development and their knowledge of literacy content and instructional practices An Implementation Scale: –a survey designed to determine teachers’ level of implementation of the professional development model A Professional Development Analysis Scale. –a survey designed to establish teachers’ final analysis of the professional development model on their professional development. Teacher Reflection Sheets –at the end of each meeting, teachers will reflect on their participation in the professional development model.

Initial Results and Findings The average attendance rate was over 80% 100% of the participants in attendance wrote a reflection at each meeting. Five participants videotaped themselves teaching, seen a videotape of a colleague teaching and/or gave and/or received feedback to a colleague. Question 1: How do the participants know and what evidence can they provide to show that they are implementing this professional development model?

Initial Results and Findings Many participants stated that they enjoyed meeting with their peers. They have said such things as, “like being with colleagues” and that it is “fun to unwind with adults”. Question 2 To what extent do participants know and indicate that this professional development model has allowed them to make progress in their mastery of content knowledge and their delivery of instruction.

Initial Discussion The attendance rate was good. Personal issue did arise that meant that not all participants could attend the meetings. 100% of the participants wrote a reflection because it was done at each meeting. Participants were uncomfortable about having to record and watch themselves on video. Question 1: How do the participants know and what evidence can they provide to show that they are implementing this professional development model?

Initial Discussion Cont. Teachers have often felt isolated in their profession and welcomed the collegiality of meeting with their colleagues. Teachers tried out what they were reading about in their classrooms. Teachers felt more confident about their ability to teach their students. Question 2 To what extent do participants know and indicate that this professional development model has allowed them to make progress in their mastery of content knowledge and their delivery of instruction.

Future Research I would like to continue this research next school year because I believe in this model of professional development. The teachers expressed an interest in continuing to meet with their peers. Perhaps research can be done to look at the difference of efficacy between teachers who participate in a professional development model and those who do not.