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
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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