Www.sii.soe.umich.edu Effective Continuing Teacher Education Heather C. Hill University of Michigan...
-
Upload
dashawn-curl -
Category
Documents
-
view
215 -
download
2
Transcript of Www.sii.soe.umich.edu Effective Continuing Teacher Education Heather C. Hill University of Michigan...
![Page 1: Www.sii.soe.umich.edu Effective Continuing Teacher Education Heather C. Hill University of Michigan School of Education MSP Professional.](https://reader030.fdocuments.us/reader030/viewer/2022032517/56649c7e5503460f949346ca/html5/thumbnails/1.jpg)
www.sii.soe.umich.eduwww.soe.umich.edu/lmt
Effective Continuing Teacher Education
Effective Continuing Teacher Education
Heather C. HillUniversity of Michigan
School of EducationMSP Professional Development Institute
![Page 2: Www.sii.soe.umich.edu Effective Continuing Teacher Education Heather C. Hill University of Michigan School of Education MSP Professional.](https://reader030.fdocuments.us/reader030/viewer/2022032517/56649c7e5503460f949346ca/html5/thumbnails/2.jpg)
www.sii.soe.umich.eduwww.soe.umich.edu/lmt
a.k.a. Tough Love For State Officials and Professional
Developers
a.k.a. Tough Love For State Officials and Professional
Developers • What works, what doesn’t work
– Formats– Content
• Things people think work but for which there is no evidence
• Unsolicited advice
![Page 3: Www.sii.soe.umich.edu Effective Continuing Teacher Education Heather C. Hill University of Michigan School of Education MSP Professional.](https://reader030.fdocuments.us/reader030/viewer/2022032517/56649c7e5503460f949346ca/html5/thumbnails/3.jpg)
www.sii.soe.umich.eduwww.soe.umich.edu/lmt
What WorksWhat Works
![Page 4: Www.sii.soe.umich.edu Effective Continuing Teacher Education Heather C. Hill University of Michigan School of Education MSP Professional.](https://reader030.fdocuments.us/reader030/viewer/2022032517/56649c7e5503460f949346ca/html5/thumbnails/4.jpg)
www.sii.soe.umich.eduwww.soe.umich.edu/lmt
Background on “What Works”
Background on “What Works”
• Analysis: Studies of CTE focused on enhancing teacher knowledge and practice
• Links to student learning• Method:
– Examined PD “standards” set by AFT, NSDC, NCTM, scholars
![Page 5: Www.sii.soe.umich.edu Effective Continuing Teacher Education Heather C. Hill University of Michigan School of Education MSP Professional.](https://reader030.fdocuments.us/reader030/viewer/2022032517/56649c7e5503460f949346ca/html5/thumbnails/5.jpg)
www.sii.soe.umich.eduwww.soe.umich.edu/lmt
Professional Development Standards
Professional Development Standards
• Active learning• Examples from classroom work• Collaborative• Model effective/relevant strategies• Reflect, feedback, practice• Content focus• Focused on student learning• Coherent
![Page 6: Www.sii.soe.umich.edu Effective Continuing Teacher Education Heather C. Hill University of Michigan School of Education MSP Professional.](https://reader030.fdocuments.us/reader030/viewer/2022032517/56649c7e5503460f949346ca/html5/thumbnails/6.jpg)
www.sii.soe.umich.eduwww.soe.umich.edu/lmt
Background on “What Works”
Background on “What Works”
• Analysis: Studies of CTE focused on enhancing teacher knowledge and practice
• Links to student learning• Method:
– Examined “standards” set by AFT, NSDC, NCTM, scholars
– Examine published/reviewed studies that link professional development to student achievement
– Allow in studies where measure of teacher learning is linked to student achievement
– Descriptive studies of what’s “in” the professional development widely available to teachers
![Page 7: Www.sii.soe.umich.edu Effective Continuing Teacher Education Heather C. Hill University of Michigan School of Education MSP Professional.](https://reader030.fdocuments.us/reader030/viewer/2022032517/56649c7e5503460f949346ca/html5/thumbnails/7.jpg)
www.sii.soe.umich.eduwww.soe.umich.edu/lmt
The Good News: Continuing Teacher Education Can WorkThe Good News: Continuing Teacher Education Can Work
• Characteristics of graduate education have been linked to student achievement
• Number of studies over past 30 years demonstrate professional development can– Improve quality of teaching– Improve student learning
(e.g., Goldhaber & Brewer, 1998; Cohen & Hill, 2001; Garet et al., 2001; Good, Grouws, & Ebmeier, 1983; Carpenter et al., 1989; Cobb et al., 1992; Saxe, Gearhardt & Nasir, 2001; many reviewed in Kennedy, 2001)
![Page 8: Www.sii.soe.umich.edu Effective Continuing Teacher Education Heather C. Hill University of Michigan School of Education MSP Professional.](https://reader030.fdocuments.us/reader030/viewer/2022032517/56649c7e5503460f949346ca/html5/thumbnails/8.jpg)
www.sii.soe.umich.eduwww.soe.umich.edu/lmt
What Works? FormatsWhat Works? Formats
• What works:
![Page 9: Www.sii.soe.umich.edu Effective Continuing Teacher Education Heather C. Hill University of Michigan School of Education MSP Professional.](https://reader030.fdocuments.us/reader030/viewer/2022032517/56649c7e5503460f949346ca/html5/thumbnails/9.jpg)
www.sii.soe.umich.eduwww.soe.umich.edu/lmt
What Works? FormatsWhat Works? Formats
• What works:– Graduate degrees
in subject matter h.s. teacher teaches
![Page 10: Www.sii.soe.umich.edu Effective Continuing Teacher Education Heather C. Hill University of Michigan School of Education MSP Professional.](https://reader030.fdocuments.us/reader030/viewer/2022032517/56649c7e5503460f949346ca/html5/thumbnails/10.jpg)
www.sii.soe.umich.eduwww.soe.umich.edu/lmt
What Works? FormatsWhat Works? Formats
• What works:– Graduate degrees
in subject matter h.s. teacher teaches
– Aligned with standards and assessments
![Page 11: Www.sii.soe.umich.edu Effective Continuing Teacher Education Heather C. Hill University of Michigan School of Education MSP Professional.](https://reader030.fdocuments.us/reader030/viewer/2022032517/56649c7e5503460f949346ca/html5/thumbnails/11.jpg)
www.sii.soe.umich.eduwww.soe.umich.edu/lmt
What Works? FormatsWhat Works? Formats
• What works:– Graduate degrees
in subject matter h.s. teacher teaches
– Aligned with standards and assessments
– Time – longer
![Page 12: Www.sii.soe.umich.edu Effective Continuing Teacher Education Heather C. Hill University of Michigan School of Education MSP Professional.](https://reader030.fdocuments.us/reader030/viewer/2022032517/56649c7e5503460f949346ca/html5/thumbnails/12.jpg)
www.sii.soe.umich.eduwww.soe.umich.edu/lmt
What Works? FormatsWhat Works? Formats
• What works:– Graduate degrees in
subject matter h.s. teacher teaches
– Aligned with standards and assessments
– Time – longer– Format: Summer
institutes, extended-year follow-up, coaching
![Page 13: Www.sii.soe.umich.edu Effective Continuing Teacher Education Heather C. Hill University of Michigan School of Education MSP Professional.](https://reader030.fdocuments.us/reader030/viewer/2022032517/56649c7e5503460f949346ca/html5/thumbnails/13.jpg)
www.sii.soe.umich.eduwww.soe.umich.edu/lmt
What Works? FormatsWhat Works? Formats
• What works:– Graduate degrees in
subject matter h.s. teacher teaches
– Aligned with standards and assessments
– Time – longer– Format: Summer
institutes, extended-year follow-up, coaching
• What doesn’t work:
![Page 14: Www.sii.soe.umich.edu Effective Continuing Teacher Education Heather C. Hill University of Michigan School of Education MSP Professional.](https://reader030.fdocuments.us/reader030/viewer/2022032517/56649c7e5503460f949346ca/html5/thumbnails/14.jpg)
www.sii.soe.umich.eduwww.soe.umich.edu/lmt
What Works? FormatsWhat Works? Formats
• What works:– Graduate degrees in
subject matter h.s. teacher teaches
– Aligned with standards and assessments
– Time – longer– Format: Summer
institutes, extended-year follow-up, coaching
• What doesn’t work:– Graduate degrees in
any other subject, including education
![Page 15: Www.sii.soe.umich.edu Effective Continuing Teacher Education Heather C. Hill University of Michigan School of Education MSP Professional.](https://reader030.fdocuments.us/reader030/viewer/2022032517/56649c7e5503460f949346ca/html5/thumbnails/15.jpg)
www.sii.soe.umich.eduwww.soe.umich.edu/lmt
What Works? FormatsWhat Works? Formats
• What works:– Graduate degrees in
subject matter h.s. teacher teaches
– Aligned with standards and assessments
– Time – longer– Format: Summer
institutes, extended-year follow-up, coaching
• What doesn’t work:– Graduate degrees in
any other subject, including education
– ??? Middle and elementary school
![Page 16: Www.sii.soe.umich.edu Effective Continuing Teacher Education Heather C. Hill University of Michigan School of Education MSP Professional.](https://reader030.fdocuments.us/reader030/viewer/2022032517/56649c7e5503460f949346ca/html5/thumbnails/16.jpg)
www.sii.soe.umich.eduwww.soe.umich.edu/lmt
What Works? FormatsWhat Works? Formats
• What works:– Graduate degrees in
subject matter h.s. teacher teaches
– Aligned with standards and assessments
– Time – longer– Format: Summer
institutes, extended-year follow-up, coaching
• What doesn’t work:– Graduate degrees in
any other subject, including education
– ??? Middle and elementary school
– Not aligned with standards and assessments
![Page 17: Www.sii.soe.umich.edu Effective Continuing Teacher Education Heather C. Hill University of Michigan School of Education MSP Professional.](https://reader030.fdocuments.us/reader030/viewer/2022032517/56649c7e5503460f949346ca/html5/thumbnails/17.jpg)
www.sii.soe.umich.eduwww.soe.umich.edu/lmt
What Works? FormatsWhat Works? Formats
• What works:– Graduate degrees in
subject matter h.s. teacher teaches
– Aligned with standards and assessments
– Time – longer– Format: Summer
institutes, extended-year follow-up, coaching
• What doesn’t work:– Graduate degrees in
any other subject, including education
– ??? Middle and elementary school
– Not aligned with standards and assessments
– Time – longer
![Page 18: Www.sii.soe.umich.edu Effective Continuing Teacher Education Heather C. Hill University of Michigan School of Education MSP Professional.](https://reader030.fdocuments.us/reader030/viewer/2022032517/56649c7e5503460f949346ca/html5/thumbnails/18.jpg)
www.sii.soe.umich.eduwww.soe.umich.edu/lmt
What Works? FormatsWhat Works? Formats
• What works:– Graduate degrees in
subject matter h.s. teacher teaches
– Aligned with standards and assessments
– Time – longer– Format: Summer
institutes, extended-year follow-up, coaching
• What doesn’t work:– Graduate degrees in any
other subject, including education
– ??? Middle and elementary school
– Not aligned with standards and assessments
– Time – longer – Format: Summer
institutes, extended-year follow-up, coaching (and yes, one-shot workshops)
![Page 19: Www.sii.soe.umich.edu Effective Continuing Teacher Education Heather C. Hill University of Michigan School of Education MSP Professional.](https://reader030.fdocuments.us/reader030/viewer/2022032517/56649c7e5503460f949346ca/html5/thumbnails/19.jpg)
www.sii.soe.umich.eduwww.soe.umich.edu/lmt
What Works? ContentWhat Works? Content
• What works– Focus on the
content– Focus on student
learning– Active learning– Examples from
classroom practice
• What doesn’t work– Focus on the
content– Focus on student
learning– Active learning– Examples from
classroom practiceSuccess Depends Upon Enactment
![Page 20: Www.sii.soe.umich.edu Effective Continuing Teacher Education Heather C. Hill University of Michigan School of Education MSP Professional.](https://reader030.fdocuments.us/reader030/viewer/2022032517/56649c7e5503460f949346ca/html5/thumbnails/20.jpg)
www.sii.soe.umich.eduwww.soe.umich.edu/lmt
“Motion Math”“Motion Math”
• K-6 workshop• Meets several “standards” for best
practice in PD– Teachers explored activities they could
later do with students (practice-focused)– Worked collaboratively– Focus on mathematics and student
learning
![Page 21: Www.sii.soe.umich.edu Effective Continuing Teacher Education Heather C. Hill University of Michigan School of Education MSP Professional.](https://reader030.fdocuments.us/reader030/viewer/2022032517/56649c7e5503460f949346ca/html5/thumbnails/21.jpg)
www.sii.soe.umich.eduwww.soe.umich.edu/lmt
Motion Math: Space Alien Math
Motion Math: Space Alien Math
“Motion Math believes in a hands-on approach to operations. Our leader recently became interested in proportionality, and discovered a new thing using it: every division problem has four numbers. Every division question is the same as saying “how much in one?” It becomes a set of proportional fractions when you think about it this way. One can cover any portion of the square and it becomes alternately a division or multiplication problem.”
We didn’t slow down to explain which would be which. Several teachers seemed confused.
Later, she clarified: “Division is really a ratio. All we are doing is fair sharing.”
9182
9182
1
![Page 22: Www.sii.soe.umich.edu Effective Continuing Teacher Education Heather C. Hill University of Michigan School of Education MSP Professional.](https://reader030.fdocuments.us/reader030/viewer/2022032517/56649c7e5503460f949346ca/html5/thumbnails/22.jpg)
www.sii.soe.umich.eduwww.soe.umich.edu/lmt
Motion Math: Space Alien Math
Motion Math: Space Alien Math
Eighteen aliens are on the moon. They use two spaceships to come back to earth. How many will be in each spaceship?
![Page 23: Www.sii.soe.umich.edu Effective Continuing Teacher Education Heather C. Hill University of Michigan School of Education MSP Professional.](https://reader030.fdocuments.us/reader030/viewer/2022032517/56649c7e5503460f949346ca/html5/thumbnails/23.jpg)
www.sii.soe.umich.eduwww.soe.umich.edu/lmt
Motion Math: Meeting the “Focus on Mathematics”
Standard?
Motion Math: Meeting the “Focus on Mathematics”
Standard?• DOES connect division and proportionality,
potentially rich• However: Flawed presentation, mathematically
– Superficial, disconnected treatment:• Only a brief introduction – room for confusion
(“Every division question is the same as saying ‘how much in one?’”)
• Not clear how this relates to more standard interpretations of division (“How many groups of 2 in 18?”)
• Not clear how the aliens are related to the symbolic division; where is the “1”?
• Confusing follow-up: “Division is really a ratio. All we are doing is fair sharing.”
• Flawed problem!!!!
9182
9182
1
![Page 24: Www.sii.soe.umich.edu Effective Continuing Teacher Education Heather C. Hill University of Michigan School of Education MSP Professional.](https://reader030.fdocuments.us/reader030/viewer/2022032517/56649c7e5503460f949346ca/html5/thumbnails/24.jpg)
www.sii.soe.umich.eduwww.soe.umich.edu/lmt
Example II: Writing Mathematics
Example II: Writing Mathematics
• Focused on helping teachers help students build mathematical explanations for state test
• Met many standards, in name– Collaborative– Teachers did mathematics problems– Used artifacts of student work– Follow-up to initial PD session
![Page 25: Www.sii.soe.umich.edu Effective Continuing Teacher Education Heather C. Hill University of Michigan School of Education MSP Professional.](https://reader030.fdocuments.us/reader030/viewer/2022032517/56649c7e5503460f949346ca/html5/thumbnails/25.jpg)
www.sii.soe.umich.eduwww.soe.umich.edu/lmt
Writing Mathematics: Meeting the “Focus on Mathematics”
Standard
Writing Mathematics: Meeting the “Focus on Mathematics”
Standard • “Density” of mathematical problem-
solving low– In six hours, teachers solve two problems,
inspect state test, write two “open-ended” problems
• No elaboration on the mathematics• Mathematical “explanation” really
procedural description:– “first I subtracted 45 from 75, then I
added 10…”
![Page 26: Www.sii.soe.umich.edu Effective Continuing Teacher Education Heather C. Hill University of Michigan School of Education MSP Professional.](https://reader030.fdocuments.us/reader030/viewer/2022032517/56649c7e5503460f949346ca/html5/thumbnails/26.jpg)
www.sii.soe.umich.eduwww.soe.umich.edu/lmt
Writing Mathematics: Meeting the “Student Learning”
Standard
Writing Mathematics: Meeting the “Student Learning”
Standard• Graded student work on “open-ended” problems
–Correctly identified student problem with regrouping–But remedy is purely procedural: [The leader] had a little colloquy with a teacher about learning place value and the idea of trading. He said when he goes into a classroom, he gets kids to make a list of “sad” (7,17,5,6) and “happy” (13,2,22,10) numbers in reference to the number 23. The teacher at my table immediately recognized the sad numbers as those you have to regroup, happy numbers as the ones which you didn’t. Leader said that every student should have a sense for that, if you’re working with 5, for instance, you have to regroup numbers that end in 4,3,2,1 and 0, that you don’t have to with 6,7,8,9.
![Page 27: Www.sii.soe.umich.edu Effective Continuing Teacher Education Heather C. Hill University of Michigan School of Education MSP Professional.](https://reader030.fdocuments.us/reader030/viewer/2022032517/56649c7e5503460f949346ca/html5/thumbnails/27.jpg)
www.sii.soe.umich.eduwww.soe.umich.edu/lmt
Example III: Student Mathematics
Example III: Student Mathematics
• Did NOT meet many standards– 40 minutes long– Large group: limited collaboration
between other teachers
• DID meet key criteria: high-quality mathematical and student-related content
![Page 28: Www.sii.soe.umich.edu Effective Continuing Teacher Education Heather C. Hill University of Michigan School of Education MSP Professional.](https://reader030.fdocuments.us/reader030/viewer/2022032517/56649c7e5503460f949346ca/html5/thumbnails/28.jpg)
www.sii.soe.umich.eduwww.soe.umich.edu/lmt
Student MathematicsStudent Mathematics
(Teachers discuss how to solve one problem, 54+198, using multiple methods). Then the provider showed another video, this one with a student solving an addition problem in which neither number was close to 100. The student narrated the problem (24+37) like this: “Twenty-four plus thirty is fifty-four. Fifty four plus six is seventy, plus one is seventy one.”
The provider asked teachers to talk to others around them, explaining what this student had to know to do this problem in this way. After members of the audience did so, the provider explained this student’s thought process, saying that he “holds that seven out,” then breaks it into two pieces to add. She challenged teachers to determine whether this student followed the rules and whether the method this student used worked only in a few cases or generally for all two-digit addition problems.
![Page 29: Www.sii.soe.umich.edu Effective Continuing Teacher Education Heather C. Hill University of Michigan School of Education MSP Professional.](https://reader030.fdocuments.us/reader030/viewer/2022032517/56649c7e5503460f949346ca/html5/thumbnails/29.jpg)
www.sii.soe.umich.eduwww.soe.umich.edu/lmt
Take-HomeTake-Home
• It’s enactment that matters– Is there “academic press” – in terms of
covering challenging mathematical content?
– Is the professional development “mathematically dense”?
– Is there rich, meaningful mathematics?– Are substantial connections made to
how students will use/learn material?
![Page 30: Www.sii.soe.umich.edu Effective Continuing Teacher Education Heather C. Hill University of Michigan School of Education MSP Professional.](https://reader030.fdocuments.us/reader030/viewer/2022032517/56649c7e5503460f949346ca/html5/thumbnails/30.jpg)
www.sii.soe.umich.eduwww.soe.umich.edu/lmt
Things that People Think Work But For Which There’s No
Rigorous Evidence
Things that People Think Work But For Which There’s No
Rigorous Evidence
![Page 31: Www.sii.soe.umich.edu Effective Continuing Teacher Education Heather C. Hill University of Michigan School of Education MSP Professional.](https://reader030.fdocuments.us/reader030/viewer/2022032517/56649c7e5503460f949346ca/html5/thumbnails/31.jpg)
www.sii.soe.umich.eduwww.soe.umich.edu/lmt
What Do People Think Works But in Reality There’s No Empirical
Evidence for It?
What Do People Think Works But in Reality There’s No Empirical
Evidence for It?• Collaboration between teachers• Modeling relevant pedagogy• Opportunities for reflection, feedback,
practice• Teacher choice• Involving teachers in planning and design
(e.g., Lesson Study)• Teaching elementary and middle-school
teachers college-level mathematics
![Page 32: Www.sii.soe.umich.edu Effective Continuing Teacher Education Heather C. Hill University of Michigan School of Education MSP Professional.](https://reader030.fdocuments.us/reader030/viewer/2022032517/56649c7e5503460f949346ca/html5/thumbnails/32.jpg)
www.sii.soe.umich.eduwww.soe.umich.edu/lmt
Unsolicited AdviceUnsolicited Advice
![Page 33: Www.sii.soe.umich.edu Effective Continuing Teacher Education Heather C. Hill University of Michigan School of Education MSP Professional.](https://reader030.fdocuments.us/reader030/viewer/2022032517/56649c7e5503460f949346ca/html5/thumbnails/33.jpg)
www.sii.soe.umich.eduwww.soe.umich.edu/lmt
Unsolicited AdviceUnsolicited Advice
• Learn, learn, learn– Morally obligated to find out whether your
professional development works– With your help, we might know something in
10 years– Rigorous evaluations needed
• Not only in sense of good design, but in careful implementation (i.e., no lost teacher IDs), careful instrumentation (i.e., no homegrown measures with ?? reliability and validity), and thoughtful links to student achievement
![Page 34: Www.sii.soe.umich.edu Effective Continuing Teacher Education Heather C. Hill University of Michigan School of Education MSP Professional.](https://reader030.fdocuments.us/reader030/viewer/2022032517/56649c7e5503460f949346ca/html5/thumbnails/34.jpg)
www.sii.soe.umich.eduwww.soe.umich.edu/lmt
Unsolicited AdviceUnsolicited Advice
• Rigorous evaluations– Mechanism for making causal inference: What
would have happened to these teachers’ teaching and learning in the absence of this program?
– Measurement instruments that are objective and credible
– Longitudinal measurement– No logistics problems to sink ships– Strong analyses, with plausible story about
student achievement change (value-added estimates; controls for student SES, ELL, HLM)
![Page 35: Www.sii.soe.umich.edu Effective Continuing Teacher Education Heather C. Hill University of Michigan School of Education MSP Professional.](https://reader030.fdocuments.us/reader030/viewer/2022032517/56649c7e5503460f949346ca/html5/thumbnails/35.jpg)
www.sii.soe.umich.eduwww.soe.umich.edu/lmt
Bargain-Basement Evaluations(Or, why I will be hunted by the IES
police)
Bargain-Basement Evaluations(Or, why I will be hunted by the IES
police)• Use teacher as unit of analysis• N=50 (25 treatment, 25 control)• Pre/post test teachers as condition of
participation in the learning experience• Pre/post test students in those teachers’ classes
as condition of participation – Use established test close to your own curriculum– Administer in fall/spring at time point that makes sense
• Use HLM as analytic method (kids nested within teachers)– Treatment variable is at teacher level– Now available in “mixed models” in SPSS
![Page 36: Www.sii.soe.umich.edu Effective Continuing Teacher Education Heather C. Hill University of Michigan School of Education MSP Professional.](https://reader030.fdocuments.us/reader030/viewer/2022032517/56649c7e5503460f949346ca/html5/thumbnails/36.jpg)
www.sii.soe.umich.eduwww.soe.umich.edu/lmt
Unsolicited AdviceUnsolicited Advice
• Don’t offer PD around topics teachers know well– Example from middle school algebra
![Page 37: Www.sii.soe.umich.edu Effective Continuing Teacher Education Heather C. Hill University of Michigan School of Education MSP Professional.](https://reader030.fdocuments.us/reader030/viewer/2022032517/56649c7e5503460f949346ca/html5/thumbnails/37.jpg)
www.sii.soe.umich.eduwww.soe.umich.edu/lmt
What Teachers Know Well (Middle Algebra)
What Teachers Know Well (Middle Algebra)
![Page 38: Www.sii.soe.umich.edu Effective Continuing Teacher Education Heather C. Hill University of Michigan School of Education MSP Professional.](https://reader030.fdocuments.us/reader030/viewer/2022032517/56649c7e5503460f949346ca/html5/thumbnails/38.jpg)
www.sii.soe.umich.eduwww.soe.umich.edu/lmt
Unsolicited AdviceUnsolicited Advice
• Don’t offer PD around topics teachers know well
• Tailor PD to teacher needs– Middle school sample: high-school-
credentialled-teachers may not need content coursework
![Page 39: Www.sii.soe.umich.edu Effective Continuing Teacher Education Heather C. Hill University of Michigan School of Education MSP Professional.](https://reader030.fdocuments.us/reader030/viewer/2022032517/56649c7e5503460f949346ca/html5/thumbnails/39.jpg)
www.sii.soe.umich.eduwww.soe.umich.edu/lmt
Middle school teacher MKT, predicted by credentials and
experiences
Middle school teacher MKT, predicted by credentials and
experiencesFormer high school teacher
.24**
High school credential
.66****
Mathematics credential
.39****
Years experience .008*
Mathematics classes .17***
Math methods classes
.08*
Adjusted r-squared .32
•Regression•MKT as dependent•“Omitted” category is middle school credential only•Strong evidence that high school credential/experience associated with high MKT
![Page 40: Www.sii.soe.umich.edu Effective Continuing Teacher Education Heather C. Hill University of Michigan School of Education MSP Professional.](https://reader030.fdocuments.us/reader030/viewer/2022032517/56649c7e5503460f949346ca/html5/thumbnails/40.jpg)
www.sii.soe.umich.eduwww.soe.umich.edu/lmt
Conclusion: Enactment Matters
Conclusion: Enactment Matters
• Format• Content• Quality Matters
– Difficult to determine quality without observing it
– “Scaffolds” in terms of curriculum for PD (e.g., Videocase, DMI, CGI, LessonLab)
• Quality matters in your evaluation, too