Sparks week 10 updated

Designing Powerful Professional Development-REVISED

Study 1

Lichtenstein & Phillips, 2021)

Study 5

Bergmark, 2023

Chapter 1

Chapter 3

Study 2

Study 6

Jakhelln et al., 2019

Thomas & Drew, 2022

Sparks 2002

Study 3

Research Studies

Santagata et al., 2024

Chapter 2

References

Study 4

Felton & Pagem, 2014

Thomas & Drew, 2022

1. Study purpose-- examined the impact of a three-year practice-based professional development program on secondary science teachers' use of disciplinary literacy practices.2. Study methodology (data collection and analysis)--mixed methods with classroom observations & interviews. 3. Study participants--42 middle school teachers from 12 primarily urban districts 4. Study results or findings--Classroom observations showed teachers integrated practices for constructing science explanations and arguments, while survey results indicated a significant increase in their self-reported use of these practices after participating in the program CONFIRM--the study supports Spark's ideas that sustained support, greater content knowledge and collaborative learning is important.

Lichtenstein, G., & Phillips, M. L. (2021). Comparing Online vs. In-Person Outcomes of a Hands-On, Lab-Based, Teacher Professional Development Program: Research Experiences for Teachers in the Time of COVID-19. Jakhelln, R., Eklund, G., Aspfors, J., Bjørndal, K., & Stølen, G. (2019). Newly qualified teachers’ understandings of research-based teacher education practices−Two Cases From Finland and Norway.

Chapter 1

Santagata, R., Kimmerling, C., Acevedo, P. F., & Liu, J. (2024). Conducting research on teacher professional development in partnership with educators: promises, tensions and opportunities. Felton, M. & Pagem M. (2014). Preparing Teacher Leaders. Teaching Children Mathematics.

Chapter 2

Bergmark, U. (2023). Teachers’ professional learning when building a research-based education: context-specific, collaborative and teacher-driven professional development. Thomas, J. D., & Drew, S. V. (2022). Impact of a practice-based professional development on secondary science teachers’ use of disciplinary literacy practices: A design research project.

Chapter 3

Felton & Pagem, 2014

1. Study purpose-- explore how to effectively prepare teacher leaders in math, focusing on developing leadership skills.2. Study methodology (data collection and analysis)--qualitative approach, with observations, interviews, and journaling to gather data on the participants’ experiences 3. Study participants--a group of pre-service and in-service teachers enrolled in a teacher leadership program 4. Study results or findings--the program improved participants’ leadership skills and confidence in facilitating PD. Participants reported increased collaboration and a stronger commitment to supporting their peers in math instruction. CONFIRMS--the study supports several of Spark's ideas such as teachers developing expertise, assuming leadership roles, and working collaboratively.

Jakhelln et al., 2019

1. Study purpose-- explore newly qualified teachers' (NQTs) understandings of research-based teacher education practices in Finland and Norway. 2. Study methodology (data collection and analysis) --individual semi-structured interviews 3. Study participants-- 42 recent education graduate students 4. Study results or findings -- the Finnish system emphasizes explicit research competence, while the Norwegian system prioritizes research as a tool for practical development in teaching CONFIRMS--the study agrees that high quality PD, that's research based, is important.

Lichtenstein & Phillips, 2021)

1. Study purpose -- can hands-on lab based PD be delieved remotely and remain effective.2. Study methodology (data collection and analysis) -- Mixed methods using surveys, interviews & observations. 3. Study participants-- three cohorts of K-14 teachers who completed the 8-week program. 4. Study results or findings--offering the training remotely did not have a major impact on its goals. CONFIRMS: that high quality PD should involve collaboration, increasing content knowledge and be sustained for impact.

Bergmark, 2023

1. Study purpose--how do teachers learn when research is integrated into their teaching process. 2. Study methodology (data collection and analysis)-- qualitative study that used written reflections from different stages of process. 3. Study participants-- 50 teachers from preschool through secondary school. 4. Study results or findings-- the collaborative nature of the PD promoted a supportive enviornment that promoted confidence and personalized teaching for increased student engagement. Confirms: This study confirms the importance of teacher-led PD as a way to promote deep change.

Learning forward standards

Leadership

Chapter 2 focuses on school leaders' role in setting a vision for ambitious student learning goals and implementing systemic changes to support them.

Learning Forward standard

Professional Expertise

The chapter calls for high quality professional development that will improve both teachers' knowledge & skills.

Santagata et al., 2024

1. Study purpose-- determine what practices in a research-based PD program encourage collaboration to reach goals.2. Study methodology (data collection and analysis)--mostly field notes3. Study participants-- 3 teachers and 2 mathematics coordinators (district & county levels). 4. Study results or findings-- having shared goals with ensured relevance to practice. CONFIRMS: Support Sparks's ideas that deep change requires a clear and shared vision.

Learning forward standards

Curriculum, Assessment & Instruction

The 3 vignettes show teachers analyzing student data and curriculum materials to refine their instructional practices and enhance student learning.

Sparks, D. (2002). Designing Powerful Professional Development for Teachers and Principals. National Staff Development Council: Oxford, OH.