Professional Development that Addresses School Capacity Lessons from Urban Elementary Schools
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Professional Development that Addresses School Capacity Lessons from Urban Elementary Schools
Professional Development that Addresses School Capacity: Lessons from Urban Elementary SchoolsFred M. Neu mann, M. Bruce King, and Peter Youngs Univer Professional Development that Addresses School Capacity Lessons from Urban Elementary Schoolsrsity of Wisconsin, Madison36896For publication in the American Journal of Education.Portions of this paper were presented at the annual meeting of the American Educational Research Association, New Orleans, April 28, 2000.This paper was supported by the U.S. Department of Education, office of Educa Professional Development that Addresses School Capacity Lessons from Urban Elementary Schoolstional Research and Improvement (Grant No. R308F60021-97), the John D. and Catherine T. MacArthur Foundation and the Spencer Foundation, and the WiscoProfessional Development that Addresses School Capacity Lessons from Urban Elementary Schools
nsin Center for Education Research, School of Education. University of Wisconsin-Madison. Michele Fine, Charles Payne, Virginia Richardson, and Mark SProfessional Development that Addresses School Capacity: Lessons from Urban Elementary SchoolsFred M. Neu mann, M. Bruce King, and Peter Youngs Univer Professional Development that Addresses School Capacity Lessons from Urban Elementary Schoolsg in the study. Any opinions expressed in this publication are those of the authors and do not necessarily reflect the views of supporting agencies.1IntroductionProfessional development for teachers is often recommended as a strategy for school improvement. But professional development has generally Professional Development that Addresses School Capacity Lessons from Urban Elementary Schools failed to improve teaching, because it is usually implemented in ways that violate key conditions for teacher learning. Researchers tend to agree thaProfessional Development that Addresses School Capacity Lessons from Urban Elementary Schools
t to promote the kind of teacher learning that leads to improvement in teaching, professional development should concentrate on instruction and studenProfessional Development that Addresses School Capacity: Lessons from Urban Elementary SchoolsFred M. Neu mann, M. Bruce King, and Peter Youngs Univer Professional Development that Addresses School Capacity Lessons from Urban Elementary Schoolswhile also respecting teachers' discretion and creativity. Finally, these experiences should be sustained and continuous, rather than short-term and episodic. These points have been made by Corcoran (1995). Darling-Hammond and McLaughlin (1996), Hargreaves (1995), Lieberman (1995), Little (1993), Ly Professional Development that Addresses School Capacity Lessons from Urban Elementary Schoolstle and Cochran-Smith (1994), Renyi (1996), and Richardson (1994). We agree that individual teacher learning would be enhanced if professional developProfessional Development that Addresses School Capacity Lessons from Urban Elementary Schools
ment were more consistent with these points. But, as explained below, professional development is more likely to advance achievement of all students iProfessional Development that Addresses School Capacity: Lessons from Urban Elementary SchoolsFred M. Neu mann, M. Bruce King, and Peter Youngs Univer Professional Development that Addresses School Capacity Lessons from Urban Elementary Schoolssent a conception of school organizational capacity and argue that professional development ought to address all aspects of capacity rather than only the competence of individual teachers. Based on a study of urban elementary schools across the United States, we describe how professional development Professional Development that Addresses School Capacity Lessons from Urban Elementary Schools at seven schools studied over two years addressed main aspects of school capacity. Because of non-comparable data on trends in student achievement, wProfessional Development that Addresses School Capacity Lessons from Urban Elementary Schools
e were unable to examine the extent to which comprehensive professional development boosted student achievement. But we were able to identify factors Professional Development that Addresses School Capacity: Lessons from Urban Elementary SchoolsFred M. Neu mann, M. Bruce King, and Peter Youngs Univer Professional Development that Addresses School Capacity Lessons from Urban Elementary Schoolsications of the conceptual framework and findings.School Capacity: An Organizational Perspective for Professional DevelopmentEach school contains a unique mix of many teachers’ and students’ competencies and altitudes, and a unique set ol social, cultural, and political conditions, all of which infl Professional Development that Addresses School Capacity Lessons from Urban Elementary Schoolsuence how teac hers interact with students (Bryk et al. 1998; Tine 1994; Fullan and Sliegelbauer 1991; Louis and Miles 1990; Lytle and Cochran-Smith 1Professional Development that Addresses School Capacity Lessons from Urban Elementary Schools
994; Saiason 1982). Individual teacher competence is the foundation for improved classroom prac tice, but to improve ac hievement ol all students in aProfessional Development that Addresses School Capacity: Lessons from Urban Elementary SchoolsFred M. Neu mann, M. Bruce King, and Peter Youngs Univer Professional Development that Addresses School Capacity Lessons from Urban Elementary Schoolse the collective work of the school under a set of unique conditions. The collective power of the full staff to improve student achievement schoolwide can be summarized as school capacity.Recognizing that student learning and the teaching that affects it depend upon a variety of factors in the schoo Professional Development that Addresses School Capacity Lessons from Urban Elementary Schoolsl and the community, we present one formulation of these influences in Figure 1. This scheme represents our synthesis of a variety of research (e.g.,Professional Development that Addresses School Capacity Lessons from Urban Elementary Schools
Cohen 1995; Fine 1994; Fullan 1993; Ganroran. Secada, and Marred 2000; Hill and Cello 1998; Lee, Bryk, and Smith 1993; Rowan 1990). The figure shows sProfessional Development that Addresses School Capacity: Lessons from Urban Elementary SchoolsFred M. Neu mann, M. Bruce King, and Peter Youngs Univer Professional Development that Addresses School Capacity Lessons from Urban Elementary Schools by actors which sponsor policy or programs on a variety of issues, for example, curriculum and assessment standar ds, teacher certification, luring and promotion, school size, school governance procedures, and, ol course, professional development.1NSF.RT FTGURF 1 HF.RFOf course, many factor's not l Professional Development that Addresses School Capacity Lessons from Urban Elementary Schoolsisted in the figure also influence student achievement and the quality of instruction. These include organizational features such as lime for teachersProfessional Development that Addresses School Capacity Lessons from Urban Elementary Schools
to plan and school autonomy from unreasonable bureaucratic constraint, school learning climate, the3level of support from parents and community organProfessional Development that Addresses School Capacity: Lessons from Urban Elementary SchoolsFred M. Neu mann, M. Bruce King, and Peter Youngs Univer Professional Development that Addresses School Capacity Lessons from Urban Elementary Schoolsy factors influence instruction through their influence on school capacity, viewing school capacity as the key to improved instruction offers a parsimonious way of interpreting how a long list of otherwise discreet factors may affect instruction.What do we mean when we say that something, such as ra Professional Development that Addresses School Capacity Lessons from Urban Elementary Schoolsw material, a product made of material, a human being, a group of people, has high or low capacity? Capacity often refers to the potential of materialProfessional Development that Addresses School Capacity Lessons from Urban Elementary Schools
, a product, person or group to fulfill a function if it is used in a particular way. For example, a piece of iron has the capacity to be a skillet foProfessional Development that Addresses School Capacity: Lessons from Urban Elementary SchoolsFred M. Neu mann, M. Bruce King, and Peter Youngs Univer Professional Development that Addresses School Capacity Lessons from Urban Elementary Schoolscapacity of an entity, one must first describe its intended function. Once one knows the intended function, one can then characterize capacity at any point in time as high or low, depending upon the complexity and magnitude of future investments necessary to fulfill the potential to carry out the fu Professional Development that Addresses School Capacity Lessons from Urban Elementary Schoolsnction.At a given point in time, the less complex and the lower the costs (in effort and resources) of future investment in development, the higher thProfessional Development that Addresses School Capacity Lessons from Urban Elementary Schools
e capacity. Thus, Carnegie Hall has higher capacity for offering live entertainment through classical music than Yankee Stadium, because converting YaProfessional Development that Addresses School Capacity: Lessons from Urban Elementary SchoolsFred M. Neu mann, M. Bruce King, and Peter Youngs Univer Professional Development that Addresses School Capacity Lessons from Urban Elementary Schoolslled in mathematics has higher capacity for becoming an effective mathematics teacher than one who failed in math and dislikes the subject. The purpose of our empirical research is not to compute the actual transition costs of schools moving from low to high capacity, but to examine the extent to wh Professional Development that Addresses School Capacity Lessons from Urban Elementary Schoolsich professional development addresses key aspects of schools’ capacity to offer instruction that boosts achievement, and to explain why some schoolsProfessional Development that Addresses School Capacity Lessons from Urban Elementary Schools
have more success than others in doing so.4Different renditions of school capacity have been discussed in the literature on school reform and organizaProfessional Development that Addresses School Capacity: Lessons from Urban Elementary SchoolsFred M. Neu mann, M. Bruce King, and Peter Youngs Univer Professional Development that Addresses School Capacity Lessons from Urban Elementary Schools knowledge, skills, and dispositions of individual staff members. Staff must be professionally competent in instruction and assessment centered on curriculum appropriate for their particular students, and they must hold high expectations for all students’ learning. The contribution of these individu Professional Development that Addresses School Capacity Lessons from Urban Elementary Schoolsal human resources to student achievement is well recognized in research on teacher education and in programs of professional development.1•IndividualProfessional Development that Addresses School Capacity Lessons from Urban Elementary Schools
teaching competence must be put to use in an organized, collective enterprise.This element of capacity calls attention to the educative importance ofProfessional Development that Addresses School Capacity: Lessons from Urban Elementary SchoolsFred M. Neu mann, M. Bruce King, and Peter Youngs Univer Professional Development that Addresses School Capacity Lessons from Urban Elementary Schoolsaring clear goals for student learning, (b) collaboration and collective responsibility among staff to achieve the goals, (c) professional inquiry by the staff to address the challenges they face, and (d) opportunities for staff to influence the school’s activities and policies. Definitions of profe Professional Development that Addresses School Capacity Lessons from Urban Elementary Schoolsssional community vary' slightly in the literature, but studies have shown higher school professional community to be associated with higher student aProfessional Development that Addresses School Capacity Lessons from Urban Elementary Schools
chievement (Louis, Kruse and Marks 1996; Lee and Smith 1996; Louis and Marks 1998)?•A third dimension of school capacity is program coherence, which wGọi ngay
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