National Science Foundation

Mathematics & Science PartnershipsProgram (MSP)

Longitudinal Study of the Effectsof Professional Development

On Improving Mathematics and Science Instruction

• Council of Chief State School Officers• University of Wisconsin - Madison• American Institutes for Research

A Collaborative Study conducted by A Collaborative Study conducted by

The Purpose of the Study is to determine:

• Whether professional development (PD) activities supported by MSP programs are consistent with research-based qualities of PD• The effects of PD on mathematics/science instructional practices and content• How MSP programs use study findings to improve PD effectiveness

Study Instruments & Data Collection

Survey of Enacted Curriculum (SEC)- Spring / Summer of 2003- Winter of 2005

Professional Development Activity Log (PDAL)

- From Summer 2003 to Summer 2004Professional Development Interview (PDI)

- Fall of 2004

Professional

Development

Instructional Practices

Student ActivitiesProfessional Development

Instructional Content

Winter2005

Instructional Practices

Student ActivitiesProfessional Development

Instructional Content

Summer2003

School & Class Description

Homework Assignment

Classroom Practices

Student Activities

Use of Educational Technology

Assessment Use

Instructional Influences

Instructional Preparation

Teacher Opinions

Professional Development

Teacher Characteristics Instructional Content

Survey of Enacted Survey of Enacted CurriculumCurriculum

• Informed consent - Voluntary - Confidential (seal envelope)

• Back cover information- Contact information

• Target class / Reporting period• 60 to 90 minutes

Instructions for Selecting the Target Class Mathematics Instruction -- For all questions about classroom practices, please refer only to activities in the mathematics class you teach. If you teach more than one mathematics class, select the first class that you teach each week. If you teach a split class (i.e. the class is split into more than one group for mathematics instruction) select only one group to describe as the target class.

Step 2; Indicate amount of time spent on each topic covered in this class.

Examine the list of topics a second time. This time note the amount of coverage devoted toeach topic by filling in the appropriately numbered circle in the “Time on Topic” column,based upon the following codes:

0 = None, not covered1 = Slight coverage (less than one class/lesson)2 = Moderate coverage (one to five classes/lessons)3 = Sustained coverage (more than five classes/lessons)

Step 1; Indicate topics not covered in this class.

Begin by reviewing the entire list of topics identified in the topics column of each table, notinghow topics are grouped. After reviewing each topic within a given grouping, if none of thetopics listed within that group receive any instructional coverage, circle the “<none>” in the“Time on Topic” column for that group. For any individual topic which is not covered in thisscience class, fill-in the circled “zero” in the “Time on Topic” column. (Not necessary forthose groups with “<none>” circled.) Any topics or topic groups so identified will not requirefurther response. [Note, for example, that the class described in the example below did notcover any topics under “Instructional Technology” and so “<none>” is circled.]

Middle School Mathematics Topics

<none> 1 Number sense / Properties / RelationshipsMemorize Facts,

Definitions, Formulas

Perform Procedures

101 Place value

102 Whole numbers

103 Operations

Step 1 104 Fractions

105 Decimals

106 Percents

107 Ratio, proportion

108 Patterns

109 Real numbers

110 Exponents, scientific notation

111 Factors, multiples, divisibility

112 Odds, evens, primes, composites

113 Estimation

114 Order of operations

115 Relationships between operations

116 Mathematical properties (e.g., distributive property)

<none> 6 Instructional TechnologyMemorize Facts,

Definitions, Formulas

Perform Procedures

601 Use of calculators

602 Graphing calculators

603 Computers and internet

Time on Topic Expectations for Students in Mathematics

Step 2

Step 3; Indicate relative emphases of each student expectation for every topic taught.

The final step in completing this section of the survey concerns your expectations for whatstudents should know and be able to do. For each topic area, please provide information aboutthe relative amount to instructional time spent on work designed to help students reach each ofthe listed expectations by filling in the appropriately numbered circle using the response codeslisted below. (Note: To the left of each content sheet you will find a list of descriptors for eachof the five expectations for students.)

0 = No emphasis (Not an expectation for this topic.)1 = Slight emphasis (Accounts for less than 25% of the time spent on this topic.)2 = Moderate emphasis (Accounts for 25% to 33% of the time spent on this topic.)3 = Sustained emphasis (Accounts for more than 33% of the time spent on this topic.)

Note: A code of “3" should typically be given for only one, and no more than two expectationcategories within any given topic. No expectation codes should be filled-in for thosetopics for which no coverage is provided (i.e. circled “0" or “<none>”).

Middle School Mathematics Topics

Number sense / Properties / RelationshipsMemorize Facts,

Definitions, Formulas

Perform Procedures

Demonstrate Understanding of

Mathematical Ideas

Conjecture, Generalize, Prove

Place value

Whole numbers

Expectations for Students in Mathematics

Step 3

c

c

c c c

c c c

Professional Development Activities

Log (PDAL)

Characteristics of the PDAL

Provides monthly report of professional development including MSP-sponsored and non-MSP-sponsored activitiesDocuments one-time and recurring activitiesCaptures formal and informal professional development activities

Accessing the PDALTeachers will receive detailed instructionsEach teacher will log in once a month starting at the end of June 2003 and continuing for 15 monthsOn average, takes about 15 minutes per monthA reminder notice will be sent before the 15th of the month, the entry close out dateLog entry can be saved and re-accessed laterOnce finalized, no revisions will be allowedData are maintained confidentially using user name and password protection

PDAL and Follow-up Interviews

A small sample of teachers will participate in interviews about the quality and application of their PD experiences documented in the PDALTeachers will be asked to maintain copies of PD materials as part of the data resources (for example, course syllabus)

Teacher IncentivesTeacher Incentives

Review | Reflection | PlanningReview | Reflection | Planning

• Examine the alignment of instruction with content standards

• Secure on-line access to individual results

• Honoraria

Contact Us:Kwang Suk YoonAmerican Institutes for Research202-944-5358 or ksyoon@air.org

Andra WilliamsCouncil of Chief State School Officers202-336-7029 or andraw@ccsso.org