Bridging the Gap

[Pages:36]Bridging the

Gap

Paving the Pathway from Current Practice to Exemplary Professional Learning

Table of Contents

Foreword.......................................................................................................... 3 About the Authors........................................................................................5 Executive Summary..................................................................................... 8 Introduction.....................................................................................................9 Education Law and Professional Development............................ 11 Methodology................................................................................................ 12 Decoding the New Definition...............................................................14 Data Set..........................................................................................................16 The State of Professional Development...........................................18 Implications and Next Steps..................................................................28 Key Terms..................................................................................................... 30 References Consulted..............................................................................32

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Foreword

Over the last decade, the field has been bombarded with report after report admonishing professional learning for America's teachers as poor quality, misaligned with teachers' needs and ineffective. With each report, it seems, there are cries for improvement -- but little happens. The slow pace of change, however, doesn't stem from apathy. The tone of most reports is optimistic; teachers, they often report, can benefit from professional learning when done well. So what impedes progress toward the improvements to professional learning that could transform teachers' experiences and help them improve their craft?

Many school districts have records filled with valuable data about professional learning -- and may even be able to connect its influence over time with teachers' pedagogical practice and student outcomes. Yet they lack the tools to translate those data into actionable strategies for improvement. We think three big impediments are in the way.

First, leaders face the need for common language around quality. Although terminology abounds, there is not much specificity about what terms look like in practice or whether various terms are naming the same or different phenomena. Even

if negotiation is required, establishing a common language will help set the foundation on which meaningful improvement efforts may be built.

Second, leaders lack clarity about how to analyze current offerings and assess where improvement is necessary. Once terminology is clear, it can be connected with metrics that meaningfully assess whether professional learning offerings meet with the definitions of each term, deviate slightly or wholly miss the mark. Much like the terminology itself, metrics may be thoughtfully negotiated by experts and practitioners, but clarity is key.

Third, leaders need a feasible pathway from where a school or districts begins to where they aim to go. Metrics become meaningful when they are applied to the real data available to school and district leaders about the professional learning they offer and the professional learning they select to provide in the future. When metrics are applied to available data, leaders can prioritize feasible improvements and make progress toward shifts in school culture and professional learning expectations that can result in improved outcomes for teachers and students.

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Researchers at the Frontline Research & Learning Institute sought to address these challenges with the report, Bridging the Gap: Paving the Pathway from Current Practice to Exemplary Professional Learning. Building from the premise that data -- data that already exists for most districts and can easily be collected by others -- can power change when used with a common language and common metrics for quality. The report builds from the new definition of quality propounded by the Every Student Succeeds Act by establishing clear definitions of each key term -- including sustained, intensive, collaborative, jobembedded, data-driven, and classroom-focused. Taking insight from numerous studies and research reports over the last two decades, these definitions reflect an amalgamation of uses by researchers and practitioners. They may not be perfect, but they are a clear starting place.

With definitions in hand, the researchers developed easily measurable metrics for each term and explored the utility of the definition by applying it to data collected from over two hundred school districts. Although the findings reflect the need for major improvements to professional learning nationwide, they also provide a much-needed baseline from which school and district leaders may begin advancement efforts.

The findings paint a dark portrait: Only about 20% of professional learning opportunities offered today meet with the new federal criteria for quality. It's little wonder that teachers often report feeling their time could be better used on work outside of the professional learning now available to them. Even as the work is daunting, however, the opportunity is enormous. Consider the possibilities of improvement if school leaders focused on making improvement in just 15% of professional learning offerings each year. The gap could be closed in just over five years. Perhaps that is not fast enough -- but considering the long history of suboptimal professional learning, even small steps are essential.

Bridging the Gap offers a practical pathway toward improvement for teachers and students. By harnessing the power of extant data, the Frontline Research & Learning Institute has provided a tool that can transform the way school and district leaders think about and select professional learning experiences for teachers -- and it can empower teachers to leverage their own decision-making power too. The time has come to stop bemoaning professional learning -- and start fixing it.

Beverly Perdue

Former Governor, North Carolina

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About the Authors

Elizabeth Combs

is Managing Director of the Frontline Research & Learning Institute. She began her career as an elementary school teacher and Director of Administrative and Instructional Technology at Patchogue-Medford School District before moving to Imperial Software Systems, a professional learning services company, where she eventually served as President. She then held positions at My Learning Plan, Inc. as President and Chief Strategy Officer. Her professional affiliations include memberships with Learning Forward and the Association for Supervision and Curriculum Development. Ms. Combs holds a Bachelor of Arts in Elementary Education as well as a Bachelor of Arts in Psychology from State University of New York at Geneseo, a Master of Arts in Technology in Education from Teachers College, Columbia University and a professional diploma in Education Administration from Hofstra University. She also holds certifications and licenses to serve as a teacher, school administrator and supervisor.

Sarah Silverman

is Vice President at Whiteboard Advisors where she advises on education,

workforce and wellness policy. She has assisted with development of state policies that transform teacher and leader preparation, evaluation and training; led development of a national birth-through-workforce data dashboard; and facilitated coalitions to advance bipartisan policy solutions. Her prior work includes managing the Pre-K-12 education portfolio at National Governors Association Education and consulting with states and districts on performance management and teacher evaluation policy reform at TNTP as well as serving as the Director of Evaluation & Assessment and Chief Information Officer for See Forever Foundation. Dr. Silverman holds a master's degree in educational psychology and a doctorate in educational policy and leadership from The Ohio State University. Her research and writing have focused on the impact of state and national policy on social justice activism, teacher beliefs and ethics of education.

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About the Institute

The Frontline Research & Learning Institute generates data-driven research, resources and observations to support and advance the educational community. The Institute's research is powered by Frontline Education's data and analytic capabilities in partnership with over 7,500 K-12 organizations and several million users nationwide. The Institute's research reports and analysis are designed to provide practical insights for teachers and leaders as well as benchmarks to inform strategic decision-making within their organizations.

Research, writing and design of this report was sponsored by the Frontline Research & Learning Institute.

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With Gratitude

The authors wish to thank members of the Frontline Research & Learning Institute Advisory Council, the review team at the Johns Hopkins University Center for Research and Reform in Education and our respective teams at Frontline Education and Whiteboard Advisors for their expertise, insight and review of Bridging the Gap.

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4 6 For out of the

criteria, 80% or more of the professional development offered and participated in by teaching professionals failed to meet the federal definition.

Executive Summary

Bridging the Gap is a four-part series designed to help practitioners decode the new federal definition of professional development -- and understand how new requirements align with their current professional learning practices. The analysis also provides practitioners a framework for reviewing their own practices and developing plans for improvement. The Every Student Succeeds Act (ESSA) provides the most prescriptive federal definition of high quality professional learning in the nation's history. But while the definition offers six specific criteria (sustained, intensive, collaborative, job-embedded, data-driven and classroomfocused), it does not define what those criteria mean or how to measure them.

In this first report, researchers at the Frontline Research & Learning Institute unpack the new federal definition, alongside consensus insights from over thirty years of research, to place the law's more specific language in the context of longstanding professional development policy and practice. Based on that analysis, they establish a framework to determine whether professional development was aligned with each criterion. With permission from partner school districts across the country, the Institute used the framework to compare the definitions of each of the six criteria with five years of anonymized data on the professional development experiences of over 100,000 educators.

The analysis reveals that for four out of the six criteria, 80% or more of the professional development offered and participated in by teaching professionals failed to meet the federal definition. In other words, the clear majority of professional learning experiences offered to and engaged in by U.S. educators over the past five years are not aligned with the new definition or priorities for professional development under ESSA.

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