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Preparing Facilitators to Use and Adapt Video-Based Professional Development Materials Preparing Facilitators to Use and Adapt Video-Based Professional Development Materials

Preparing Facilitators to Use and Adapt Video-Based Professional Development Materials - PowerPoint Presentation

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Uploaded On 2018-02-06

Preparing Facilitators to Use and Adapt Video-Based Professional Development Materials - PPT Presentation

Nanette Seago WestEd Redwood City CA Karen Koellner Hunter College New York Jennifer Jacobs University of Colorado Boulder 2 Presentation Overview Fidelity Definitions Facilitating Professional Development ID: 628812

goals fidelity learning ltg fidelity goals ltg learning facilitators session amp study measures results geometry video program preparing facilitator

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Slide1

Preparing Facilitators to Use and Adapt Video-Based Professional Development Materials with Fidelity

Nanette Seago

WestEd, Redwood City, CA

Karen

Koellner

Hunter College, New

York

Jennifer Jacobs

University of Colorado, BoulderSlide2

2

Presentation Overview

Fidelity Definitions

Facilitating Professional Development

Learning and Teaching Geometry PD

(LTG PD)

LTG PD Efficacy

Study

Preparing Knowledgeable Facilitators

Measures and Results

Suggestions for the fieldSlide3

3

Defining Fidelity

Definition

Authors

The

determination of

how well an intervention is implemented

in comparison with the original program design during an efficacy and/or effectiveness study

National

Research Council, 2004; U.S. Department of Education, 2006

The extent to which the

critical components

of an

intended program are present when that program is enacted

Century,

Rudnick & Freeman, 2010

Variation and fidelity

are important dimensions of implementation to designers

Penuel

& Means, 2003

The degree to which a facilitator

adheres

to the goals and adapts to the participants ‘ and/or context as needed

, while

maintaining

the

integrity of the PD

design

Borko

, 2004; Seago, Jacobs &

Koellner

, 2016Slide4

4

Facilitating Professional Development

Four elements

of a professional development

system

(

Borko

, 2004)Slide5

Learning and Teaching Geometry PD

NSF Funded ( #0732757)

Built

around

authentic video

clips

3-6 minutes in length

Grades 5-9 classrooms

Video clips intended as

objects of

inquiry, not exemplarsFocus on geometric similarity through the use of video case modules, in which specific and increasingly complex mathematical concepts are presented within the dynamics of classroom practice.Highly-specified PD materials:Specify in advance particular learning goalsMake explicit design characteristicsProvide extensive supports and resources for facilitators (both mathematical and pedagogical)Slide6

6

LTG Efficacy Study

New NSF

-

funded project

(#1503399

). First year of study.

Explores whether the LTG PD program produces a beneficial impact on teachers’ mathematical knowledge, classroom teaching practices, and their students’ knowledge in the domain of geometry

.

Research question: Can the facilitator implement the LTG PD materials with fidelity?

Randomized experimental design, 140 mathematics teachers (grades 6-12)Intervention: Summer 2016—Week-long institute (30 hours of PD); 24 hours of academic year PD (2016-2017)

Trained

Knowledgeable Facilitator 2015-2016 (Hannah)Slide7

7

Preparing Knowledgeable Facilitators

In order to facilitate the LTG PD with fidelity, the facilitator participated in two phases of preparation over 8 months:

Phase I:

Individually studied the PD materials, session by session, and then discussed each session with the co-PIs/ PD developers

Phase II:

Rehearsal facilitation observed by co-PIs in order to document fidelity and adaptations.Slide8

8

Fidelity Measures

The co-

PIs

analyzed fidelity of the rehearsal by using adapted versions of two existing instruments

:

LTG PD Session Logging Tool

(Horizon Research,

Inc

,)Measures adherence to suggested

time

and the extent to which each activity was

modified

Learning Goals Instrument

(Century,

2008; WestEd, 2013)

Measures fidelity to the LTG PD program’s stated

mathematics

goals and

mathematical

knowledge for teachin

g

goals

within each sessionSlide9

9

Results: Session Logging ToolSlide10

10

Learning Goals Ratings

Scoring GuideSlide11

11

Analysis &Results: Learning Goals

Data Collection & Analysis:

Three observers rated each session individually

Observers compared ratings and discussed at the end of each day

Observers reconciled any discrepancies in ratings & came to consensus agreement

Results:

There was high fidelity to all learning goalsSlide12

Summary of Fidelity Findings

Timing:

Adjustments were made to approximately half the activity categories

Modifications to activities:

Very few activities were

modified

One example:

Hannah

highlighted

the connection between geometry & algebra because that was of particular interest to her participantsFidelity to learning goals: Perfect scoresSlide13

13

Suggestions for the Field:

Preparing Facilitators

Use a two phase process to prepare facilitators

Ensure facilitators have time for in-depth study AND rehearsal

Open question:

can this type of preparation be scaled?Slide14

14

Suggestions for the Field:

Measuring Fidelity

PD facilitators must take context into account

PD programs, including well-specified models, are likely to need some modification

Measures of PD implementation fidelity should look at the NATURE of the modifications (not just the amount)Slide15

Thank you!

nseago@

wested.org

kkoellne

@

hunter.cuny.edu