Browsing by Subject "professional development"

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Anoka-Hennepin Compensatory Education Pilot Program, Year 1 Report
(Center for Applied Research and Educational Improvement, 2007-01) Wahlstrom, Kyla; Hornbacher, Judy; Dretzke, Beverly; Peterson, Kristin; London, Rachel
The Anoka-Hennepin Compensatory Pilot Program is a state funded effort to examine student impact when Compensatory Education dollars are reallocated to 2nd and 3rd grades in three pilot schools. Shifting the traditional allocation of funds allows the district to provide a major intervention in three schools with high populations of at-risk students. The intervention includes program structures for mathematics and reading, changing instructional delivery methods in math and reading, providing intense professional development for teachers in math and reading, coaching follow-up at each site, and significant oversight. The Year 1 Report reviews student achievement results from the pilot schools and a matched set of control students, levels of implementation of the project in classrooms, impact of strategies on outcomes and changes in teacher and staff attitudes toward the project.
Anoka-Hennepin Compensatory Education Pilot Program, Year 4 Report
(Center for Applied Research and Educational Improvement, 2009-12) Peterson, Kristin; Klingbeil, Dave
The purpose of the Anoka‐Hennepin Compensatory Education Pilot Program was to determine how the reallocation of funds affects program structure, changes instructional delivery, and provides opportunities for intense professional development in schools. The reallocation allowed the district to change program structure in reading and math instruction at three pilot site schools that were selected for this project because of their proportions of learners at risk. It was at those schools that a number of best practices components were added over four years of programming. Annual evaluation reports have been written every year of the program. This report looks specifically at the components in place in Year 4 of the program. The goals of the program were to have all students: 1) reach high standards; 2) attain proficiency in literacy and mathematics; and have all teachers: 1) vary instruction; and 2) use assessments to guide instruction for diverse learners. The CAREI team collected data using protocols and rubrics while observing classroom teachers and staff at the three pilot schools and 18 extension sites. Data were also drawn from district Measures of Academic Progress (MAP) and Minnesota Comprehensive Assessments – Series II (MCA‐II) test databases.
Arts for Academic Achievement: Arts Integration - A Vehicle for Changing Teacher Practice
(Center for Applied Research and Educational Improvement, 2001-04) Werner, Linnette; Freeman, Carol
Arts integration, a teaching approach that uses concepts integral to both arts and non-arts areas, is increasingly being used to reach disenfranchised learners while at the same time replenishing teachers and changing teacher practice. The purpose of this paper is to present evidence of teacher practice change from research on a large urban school district’s arts integration initiative by addressing the question, “What effect has arts integration had on teacher practice?”
Bringing Resources, Activities, & Inquiry in Neuroscience (B.R.A.I.N.) to Middle Schools
(Center for Applied Research and Educational Improvement, 2010-01) Michlin, Michael
The Science Education Partnership Award (SEPA) funded Bringing Resources, Activities, & Inquiry in Neuroscience to Middle Schools (BrainU) sought to involve teachers to create and establish innovative content, creative teaching methods for implementing experiments, and increased communication among teachers, students, scientists, parents and their communities. The project planned to (1) create an expert cadre of teachers who integrate neuroscience concepts, activities, demonstrations and experiments into their classrooms, (2) increase teachers’ use of inquiry-based teaching, (3) develop educational experiences and materials that connect the study of neuroscience to students’ lives and increase student enthusiasm and interest for science and (4) partner with students and teachers to inform other students, teachers, parents and the general public about neuroscience research and its potential impact on their own lives. The Center for Applied Research and Educational Improvement (CAREI) in the College of Education and Human Development, University of Minnesota, conducted the external evaluation. The CAREI evaluators gathered data for assessing the project’s success with pre- and posttests of neuroscience knowledge, a teacher survey, and classroom observations. Brain U staff administered the pre- and posttests of neuroscience knowledge in BrainU 101 summer workshops in 2000, 2001, 2002, 2004, and 2005. CAREI evaluators conducted teacher surveys every year from 2004 through 2008 and conducted classroom observations from fall 2003 through winter 2009.
CYFC Scholars Program: Results of Ripple Effect Mapping and Implications for Extension Program Design Practices
(University of Minnesota Extension, 2013-10) Jordon, Cathy; Chazdon, Scott; Alviz, Kit
The Children, Youth and Family Consortium (CYFC) leads a multidisciplinary, multi-year, cohort-based, professional development program for five Twin Cities campus faculty and research staff. The program includes two features: 1) an intensive and sustained “Learning Community” to increase capacity of scholars to conduct genuine community-engaged research, explore professional identity as a community-engaged scholar, provide feedback on ideas, discuss interdisciplinary research opportunities, share findings, and build relationships and potential collaborations; and 2) four years of funding ($17k-$25k/year) to support the scholar in proposing, conducting and disseminating a research project to generate new knowledge about CYFC’s focus on the intersection of educational and health disparities and to apply that knowledge to the work of practitioners and policy makers. This poster explores the potential effective ingredients of the Scholars Program, as elucidated through ripple effect mapping, that resulted in individual, institutional and community impact. Implications for Extension education and program design are also highlighted.
Defining Levels of Learning for Strengths Development Programs in Pharmacy
(University of Minnesota, College of Pharmacy, 2010) Janke, Kristin K.; Sorensen, Todd D.; Traynor, Andrew P.
The Clifton StrengthsFinder® is an online measure of personal talent that identifies where an individual’s greatest potential for building strengths exists. This paper describes a framework for strengths education in pharmacy which includes introductory, intermediate and advanced levels of learning. The use of the StrengthsFinder® assessment and supporting workshops aids student pharmacists, pharmacy residents and practitioners in identifying and refining their talents and connecting talents to roles in the profession. Additional learning strategies support a learner’s progression to intermediate and advanced levels of learning, which focus on the application of strengths in teams, leadership, and organizational development. By articulating and recognizing levels of learning around strengths-related content and skills, strong instructional design is fostered. Optimal design includes development of a sequence of learning opportunities delivered over time, a roll-out plan and consideration of the instructional resources required.
Development, Experience and Expression of Meaning in Genetic Counselors' Lives: An Exploratory Analysis
(2014-08) Wells, David
Genetic counselors routinely engage with patients and families who grapple with questions of meaning while making decisions about genetic risk (Biesecker, 2001). Research and theory demonstrate genetic counselors gain important personal insights through their work (Runyon et al., 2010) and grow professionally from self-reflective practice regarding their beliefs and values (Zahm, 2009, 2010). Data are lacking, however, about the nature of the meaning genetic counselors bring to the profession and how they directly experience and/or navigate issues of meaning within clinical practice over time. Accordingly, a national sample (N=298) of practicing genetic counselors completed a survey assessing demographic characteristics and willingness to participate in a semi-structured telephone interview exploring their views on meaning as they relate to their clinical work and professional development. Sixty-eight individuals of varied experience levels were interviewed about: 1) how they define a meaningful life for themselves; 2) lifetime sources of influence on their sense of meaning; 3) work-related contexts that reaffirm their sense of meaning; 4) work-related contexts that challenge their sense of meaning; 5) how their sense of meaning has changed over time; and 6) reasons for participating in this study. Twenty-five interviews were analyzed using Consensual Qualitative Research methods (Hill, 2012); data saturation was reached at that point. Thirty-six thematic domains and 31 categories were extracted. Common themes included: importance of satisfying relationships; helping others; personal fulfillment; personal and patient experiences of illness and loss; religious and/or spiritual foundations; value conflicts; competing obligations; challenges to meaning; development of empathy; resiliency; and increased humility. Results suggest the importance of professional venues for discussions of meaning (e.g., genetic counseling program curricula, continuing education, and peer supervision/consultation). Additional findings, illustrative examples, and practice implications and research recommendations are presented.
Education Minnesota’s TALL Project: Teachers as Learners and Leaders. Evaluation Report (July 2001)
(University of Minnesota, Center for Applied Research and Educational Improvement, 2001-07) Anderson, Roger; Horn, Sandi; Center for Applied Research and Educational Improvement
The Minnesota Legislature provided assistance in the form of categorical aid for staff development. State law required school districts to set aside two percent of their basic revenue for staff development. During the 2000 session, the Legislature allocated money to the Department of Children, Families, and Learning (CFL) for a number of Best Practice grants. One of these Best Practice grants was earmarked for Education Minnesota. This grant became the Teachers as Learners and Leaders (TALL) project.
Education Minnesota’s TALL Project: Teachers as Learners and Leaders. Second Annual Evaluation Report (July 2002)
(University of Minnesota, Center for Applied Research and Educational Improvement, 2002-07) Anderson, Roger; Center for Applied Research and Educational Improvement
The Minnesota Legislature provided assistance in the form of categorical aid for staff development. State law required school districts to set aside two percent of their basic revenue for staff development. During the 2000 session, the Legislature allocated money to the Department of Children, Families, and Learning (CFL) for a number of Best Practice grants. One of these Best Practice grants was earmarked for Education Minnesota. This grant became the Teachers as Learners and Leaders (TALL) project.
Essential Strategies, Methods, Knowledge, and Resources for Professional Development for Technical Communicators
(2020) Jarrett, James M.
Professional development is a challenge for practitioners of all levels no matter the discipline, and professional development within technical communication presents a formidable challenge which has been understudied. The goal of this research has been to explore how technical communicators may accomplish professional development when entering an unfamiliar field or industry and to provide them with a framework with which to approach professional development. This research was accomplished through a qualitative mixed-method approach which combined autoethnography of my own experience entering a new technical communication niche with interviews of practicing technical communicators on what they consider to be essential strategies, methods, knowledge, and resources for professional development in their current role and past experience. Key insights generated include recommendations on how to accomplish professional development by focusing efforts in six key categories to quickly orient oneself in a discipline and to improve the continuous professional development process.
Evaluating the Long Term Effect of Teacher Enhancement
(Center for Applied Research and Educational Improvement, 1999-01) Lawrenz, Frances; Huffman, Douglas
Although the ultimate goal of teacher enhance projects is to improve student outcomes, the causal path from teacher enhancement projects to changes in student outcomes is difficult to verify. Therefore this evaluation was designed to examine the long term effects of a teacher enhancement project on classroom activities and student outcomes at five different schools through case studies. The longitudinal approach is necessary to determine not only what happens initially but what remains after the funding and “newness” wears off. The enhancement effort was part of the Scope, Sequence and Coordination Project (SS&C) and consisted of two summer workshops, during the year contact, and curricular materials matched to the instructional philosophy presented at the workshops. The measure of persistence is the effect of the teacher enhancement on the schools, as demonstrated by teacher classroom performance and achievement of ninth grade students year after year. This report presents information gathered over four years, 1995-1998, from the five teacher enhancement sites.
Evaluating the Long Term Effects of Teacher Enhancement: Final Report (2001)
(Center for Applied Research and Educational Improvement, 2001-02) Lawrenz, Frances; Huffman, Douglas; Lavoie, Beth
This is the culminating report of an in-depth, six- year study of science education reform. The reform included teacher enhancement activities as well as curricular materials and was designed to help science students achieve the National Research Council’s Science Standards (NRC, 1995). The longitudinal evaluation project was quite complex, used several data gathering methods and sources, and produced several reports and articles. The evaluation effort had two major components. The first component was designed to compare students who had participated in the reform effort with students from the same site who had not participated in the reform. The second component was to follow a subset of the sites to identify the long-term effects of the reform effort. For all six years of the evaluation effort both qualitative and quantitative data were gathered from principals, teachers and students through extensive site visits and assessment of student outcomes. The purpose of this report is to summarize and condense the findings from the subset sites. It presents the data gathered throughout the course of the evaluation effort by discussing the data from all of the sites as a set and by providing detailed information about each site individually. Furthermore the data are synthesized into a theoretical model for teacher enhancement and curricular implementation, and recommendations for future implementation and evaluation efforts are provided.
An Examination of the Role of Leaders in Special Education Teachers' Implementation of High-Leverage Instructional Practices
(2020-06) Schaller, Melissa
This study investigated leaders’ influence and impact on the efficacy of special education teachers’ implementation of high-leverage instructional practices. The study considered the preparation of leaders and teachers to implement the practices, and the beliefs or self-efficacy of both leaders and teachers that implementing high-leverage instructional practices can have a positive association on student growth. The study is not a study of the fidelity of implementation of high-leverage instructional practices, nor of student outcomes when those practices are used. Rather, it is a study of levels of preparedness or knowledge, the beliefs that using those strategies have a positive association on learning, and the degree of confidence or self-efficacy that teachers have to improve their instructional skills by using them. This study collected survey data from leaders and teachers, and interview data from leaders which allowed them to elaborate on their survey responses. Findings from the study reveal, that when high-leverage instructional practices for which preparation has been provided, leaders and teachers are more likely to believe those practices are important and that they can be implemented. The study also found that teachers perceived a greater degree of implementation of high-leverage instructional practices than did leaders. It appears that while leaders intend to use classroom observation to monitor implementation, they are not observing often enough to judge the frequency of implementation and rely, instead, on written documentation, such as lesson plans submitted by the teachers. The findings suggest that leaders may need to develop a structured observation protocol to ensure they are sufficiently monitoring implementation.
Exploring Determinants of Early Childhood Special Educators' Practice Selections for Young Children with Autism Spectrum Disorder
(2020-07) Hugh, Maria
Evidence-Based Practices (EBPs) can only improve children's outcomes when implemented. There is much to still learn about Early Childhood Special Education (ECSE) teachers' implementation of EBPs when it comes to their selection and use of practices to facilitate social communication development for children with autism spectrum disorder (ASD). Understanding what practices teachers consider for use can inform the development of implementation supports at the initial Exploration and Adoption-Decision stages of implementation. To detect malleable determinants of practice selection, this study addressed these aims: (a) identify ECSE teachers' familiarity and current use of EBPs and unsubstantiated practices, (b) identify their practice selections, and (c) determine whether teachers' beliefs predicted practice selections. A web-based survey gathered responses from 222 ECSE teachers related to these objectives. Overall, teachers' familiarity with and current use of EBPs and unsubstantiated practices varied. Most teachers were highly familiar with and often used certain EBPs (e.g., reinforcement), and fewer teachers used others despite familiarity (e.g., discrete trial teaching). Aligned with the Theory of Planned Behavior, the researcher ascertained teachers' beliefs (self-efficacy, attitude, subjective norms) about EBPs. Teachers' had the most positive overall beliefs for naturalistic intervention and least for discrete trial teaching. The researcher used Discrete Choice Analysis, a method of exploring individuals' choices, to investigate teachers' selection decisions, and to find that beliefs predicted their practice selections. Together, these findings suggest that there are individual determinants of practice selection that can be acted on by tailoring preimplementation supports to improve implementation from the start.
FACETS: Focus on Arts, Culture and Excellence for Teachers and Students
(Center for Applied Research and Educational Improvement, 2011-11) Dretzke, Beverly; Rickers, Susan
In 2008, a 3-year Professional Development for Arts Educators (PDAE) grant was awarded by the U.S. Department of Education (DOE) to the Minneapolis Public Schools (MPS) to support professional development for arts educators. The funded project was titled Focus on Arts, Culture and Excellence for Teachers and Students (FACETS). Project funding provided professional development opportunities for music and visual arts teachers in elementary and middle schools characterized by high poverty, where 50% or more of the students were eligible for free or reduced-price lunch. FACETS had two primary purposes. One was to enhance music and visual arts teachers’ knowledge and skills related to providing effective instruction for students of the ethnic/cultural backgrounds present in their classrooms, especially African American, Somali, Hmong, Latino/Hispanic, and American Indian students. The second was to support the creation of on-going professional learning communities (PLC’s). MPS contracted with the Center for Applied Research and Educational Improvement (CAREI) at the University of Minnesota to serve as the external evaluator of the project. This report presents an evaluation of the 3 years of the FACETS project, 2008-2011, including a description of the components, the modifications that were made from year to year, and the results of teacher surveys and teacher interviews.
The Impact of Add+VantageMR Professional Development: A study on teacher implementation following professional development
(2019-12) Miller, Christina
School districts in the United States spend a significant amount of human and financial resources on the design and facilitation of professional development experiences to impact teachers’ understanding of how students think about and learn mathematics. In turn, these professional development opportunities hopefully lead to changes in instructional practices positively impacting students’ feelings towards mathematics and their mathematics achievement. Empirical evidence to support components of effective professional development is mounting and has grown significantly in the past fifteen years (Desmoine, 2009). This study provides a lens into three teachers’ experiences implementing Math Recovery assessment and teaching practices after participating in Add+VantageMR® (AVMR) professional development. AVMR professional development focuses on student thinking, along with dynamic diagnostic assessment of students’ known strategies to inform teaching. Teaching is complex, therefore several areas of opportunity exist to apply learning from AVMR. This study utilized a case study approach (Yin, 2014) and examined three first grade classroom by analyzing a series of video-recorded mathematics lessons collected over four months. The study examined teachers’ planning for, enacting, and reflecting upon mathematics lessons in the area of early number and operations. Three rounds of coding were applied to provide valuable insights into the ways Math Recovery Guiding Principles of Classroom Teaching and Dimensions of Mathematizing manifested in each classroom. Findings from this study indicate teachers implement assessment and teaching practices promoted in Add+VantageMR® professional development when planning for, enacting and reflecting upon whole number mathematics lessons. Each participant’s journey implementing AVMR course ideas was different, and evidence of impact was identified regardless of years of experience and teachers’ participation in Course 1 or Course 2.
The Impact of the Minnesota Principals' Academy on High School Principal Decision-Making
(2018-08) Knuth, Joann
Abstract High school principals make numerous decisions daily. Decision-‐making is a complicated process requiring multiple pieces of data, synthesizing them, looking at the big picture, setting targets, and strategically thinking through actions, looking at risks, assumptions, and belief systems. If a wrong decision, even a seemingly minor one, is made, it can haunt the principal’s leadership for a long time. This research investigated the impact of the Minnesota Principals’ Academy (MPA), an 18-‐month long executive professional development program for practicing principals on their perceptions and skills with regard to decision-‐making. Fourteen of seventeen eligible principals who had completed the MPA agreed to be interviewed, representing a cross-‐section of high schools from urban, suburban, and greater Minnesota schools, with student populations from under 600 to over 2,200. Using a structured interview protocol, with probes to expand responses and report experiences, principals’ responses were coded and analyzed, looking for both common and unique themes. Findings revealed that the more experienced the principal, the greater the pattern of consulting with others before making difficult decisions. Another concept that emerged from the data was the key role of vision to principals’ leadership. Having a vision appeared to shape and influence all aspects of principals’ decision-‐making and leadership. A striking aspect of the data was the commonality of principals’ vision across all participants and their commitment to the commonality of that vision. Every principal interviewed noted that participating in the MPA deepened their belief in the importance of vision to their leadership and making sound decisions for their schools and students.
The Impacts of a Civic Engagement Cohort Program for Water Quality Professionals
(Journal of Contemporary Water Research & Education, 2018-08) Kallestad, Elizabeth; Chazdon, Scott; Bohn, Hannah
In this article, researchers report the impact study results of University of Minnesota Extension’s civic engagement for water quality cohort program. The cohort curriculum highlights Extension’s researchinformed, five-stage civic engagement model emphasizing process design and process management. Using a non-random comparison group design, a survey was conducted with participants of three civic engagement cohorts for water quality professionals, as well as a comparison group of water quality professionals not part of a cohort. Survey results were aggregated into the five stages of Extension’s civic engagement process: prepare, inquire, analyze, synthesize, and act together. Findings indicated cohort participants experienced significantly better results than members of the comparison group in four of the five stages. A strength of Extension’s civic engagement model and curriculum is its emphasis on the collective nature and processual aspects of civic engagement work. Cohort participants received training on civic engagement skills, which are not often emphasized in education for water quality professionals. While both groups reported a high frequency of increased civic engagement skills, cohort participants did not report more frequent collaboration or public engagement behaviors than comparison group members. A challenge for those training water quality professionals is instilling the value of civic engagement skills in addition to the more traditional technical skill sets associated with water quality work. Additionally, ongoing training and organizational support is needed for practitioners to effectively implement new skills and leverage new networks.
Implementation of the Quality Compensation program (Q Comp): A Formative Evaluation
(University of Minnesota, Center for Applied Research and Educational Improvement, 2006) Wahlstrom, Kyla; Sheldon, Timothy; Peterson, Kristin; Center for Applied Research and Educational Improvement
The report describes the range of implementation strategies and activities early adopter districts and sites have used in the implementation of the Quality Compensation Program (Q Comp), which is the alternative pay initiative enacted by the Minnesota Legislature. It also summarizes successes and concerns of those pilot sites, since their experiences can be highly informative for other districts and charter schools moving forward to create their own Q Comp plans.
Infusing Neuroscience Into Teacher Professional Development
(American Educational Research Association, 2013-08-01) Dubinsky, Janet M; Roehrig, Gillian; Varma, Sashank
Bruer advocated connecting neuroscience and education indirectly through the intermediate discipline of psychology. We argue for a parallel route: The neurobiology of learning, and in particular the core concept of plasticity, have the potential to directly transform teacher preparation and professional development, and ultimately to affect how students think about their own learning. We present a case study of how the core concepts of neuroscience can be brought to in-service teachers—the BrainU workshops. We then discuss how neuroscience can be meaningfully integrated into preservice teacher preparation, focusing on institutional and cultural barriers.

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