Hezel, R.T., Hezel Associates, USA

Transcription

1 LEVERAGING ONLINE PROFESSIONAL NETWORKS BETWEEN TEACHERS AND THEIR COACHES AND MENTORS: LESSONS LEARNED FROM PBS TEACHERLINE S PEER CONNECTION RESEARCH Hezel, R.T., Hezel Associates, USA Summary Multiple studies have been conducted as part of a systematic evaluation of PBS TeacherLine s Peer Connection, an online professional development network tool for teacher coaching and mentoring. We take a close look at the formative research process prototype research and how findings affected the development of the eventual tool. The various studies have included national surveys, literature reviews, prototype testing, field studies, and experimental studies. The most consistent finding from all of the research conducted to date among mentors, coaches, and professional learning communities (PLCs) indicates that Peer Connection offers a new and coherent, but not unfamiliar resource to support coaches and mentors work. The research demonstrates that Peer Connection can be flexible with its user roles, access levels, content authorship and vocabulary. A culture shift toward greater use of technology in job-embedded professional development relationships may be required. The research also revealed that school and district leaders play a key role in setting expectations and dedicating resources for job-embedded professional development, especially via technology. Technological innovations are opening extraordinary possibilities for rapid teacher learning and development through professional and social networking. Such networking will support and foster learning in many unexpected ways and through methods that are sometimes considered unorthodox. I. Introduction In 2001 the USA s Public Broadcasting Service (PBS), under a grant from the U.S. Education Department, created PBS TeacherLine to offer Kindergarten through 12 th grade teachers online courses. Recognizing that most teachers need continued learning in specific areas of teaching, PBS TeacherLine developed nearly 100 courses in math, science, literacy, technology, and other areas. Under a second grant in 2005, PBS expanded TeacherLine to include a segment focusing on teacher coaching and mentoring through the aggregation and sharing of online materials, tools, and through the building of professional learning communities and networks. This

2 initiative, which has the capability of networking teacher-leaders, coaches, mentors and teachers within school buildings, within school districts, within states, and across the nation, has been known as Peer Connection. This paper describes the multiple levels of research conducted in support of the development of the Peer Connection networking tool. Much of the research has been formative, relying on a rapid prototype model, under which the research team takes successive versions of the tool, as it is in development and revision, into the market for testing and to gain feedback for further development. In addition, however, market research in the form of a national survey was conducted. To provide a context within the body of theory and practice and to ensure a connection to academic studies, our team conducted a literature review on online delivery of teacher professional development programs, coaching, mentoring, and networking. To date, summative research has been limited and is not included in this paper. In order to ensure a high quality, research-based product as Peer Connection evolved through product development, Hezel Associates research team designed a multi-layered, progressive approach to formative research. This process began with comprehensive literature reviews in fields relevant to Peer Connection s audience, including reviews of the literature on instructional coaching, mentoring, and professional learning communities as modes of professional development delivery. Needs assessments were begun to paint a fuller picture of the needs of coach, mentor, and professional learning community practitioners themselves. Multiple rounds of prototype testing proceeded with participants who were introduced to product-in-progress and asked for their reactions to the product concept, usability, and appearance. Finally, a pilot test of Peer Connection was conducted in a short-term study of coaches, teachers, and school administrators. II. Ensuring that Peer Connection is Grounded in Research A. Literature Review in Instructional Coaching, Teacher Mentoring, and Professional Learning Communities To guide a review of literature, we were interested in several key areas. First, we sought to find out about theoretical underpinnings shaping the work of coaches, mentors and PLCs. Second, we hoped to learn to about the primary tasks and activities that make up the content of coaches and mentors work as well as how that work is structured. Third, we wanted to know what kinds of knowledge, skills, and dispositions coaches and mentors need to do their job. Fourth, we hoped to find out what kinds of professional development and collaborative opportunities are available to coaches and mentors and whether those opportunities are available through technology. Costa and Garmston s (1994) model of cognitive coaching proposes teachers thought processes and beliefs determine their instructional behavior. Other literature situates coaching in the more behaviorist domain of knowledge transfer from expert to novice. For example, Veenman and Denessen (2001) draw upon theories of teacher change proposed by Guskey (1985). This model is grounded in the proposition that changes in practice are more likely to take place after positive student outcomes occur. Some of the literature further suggests that teacher practice changes when teachers shift their beliefs, while other literature suggests the converse: Teacher beliefs change after they see concrete changes in their classroom environments. The literature identifies professional development as a critical part of the coaching toolkit, especially for those who are newly moving into coaching role (Feger, Woleck, & Hickman, 2004; Richard, 2003). The literature review identified a few technology coach positions where the coaches provided tailored support for technology skill development, but there was little research uncovered that spoke to coaches use of technology as part of their coaching repertoires or the use of technology to develop coaches repertoires.

3 With regard to mentoring, Achinstein and Athanases (2006) point to the complexity of the knowledge that a mentor needs in order to support new teachers. For mentor knowledge about students, Achinstein and Athanases note that this domain involves issues that are often not explored in teacher education, such as students cultural competence, and the teacher s knowledge of issues related to language, race, and culture that focus on equity. Parallel to the coaching literature review, however, little evidence was available regarding the use of technology for mentoring or as a tool to increase mentors repertoire in mentoring. A search of the literature on professional learning communities revealed a broad range of publications from guidelines for organizing PLCs, to research on their implementation, but rigorous research and evaluation studies of PLCs are limited in number. Much of the practitioner literature on PLCs has described the processes and stages that occur along their developmental trajectory. As learning communities evolve as a strategy for professional development on a larger scale, a small but emerging literature looks critically at PLC models and their impact on teaching practice and student learning. Collectively, the literature on PLCs is a rich and promising body of work that offers valuable opportunities for further exploration. Based on a review of the literature, the overarching issues and initiatives that PLCs address include: student learning and effective teaching, promoting equity and high expectations, building leadership capacity, development of shared norms and values, data-based decision making, collaborative planning, and curriculum development. Technology as a tool to facilitate the work of PLCs is widely discussed in the literature. An online environment becomes an ideal vehicle for exchanging and connecting the expertise of members in particular communities of practice. While there is great promise in the use of technology tools for PLCs, there are potential limitations and challenges to be addressed such as socio-culturally based knowledge and the need for cognitive apprenticeship in shifting learning from an expert to a novice, where technology tools may not be as effective as in-person communication. The potential limitations and advancements of technology as a tool for PLCs, suggest that a hybrid may be optimal, where PLCs utilize the benefits of both online and in-person learning opportunities. The literature evaluating the effectiveness of learning communities, while generally more descriptive than rigorous in its methods, provides insight in understanding how PLCs are implemented and possible outcomes. Given that the research-to-practice link has become central to demonstrating the effectiveness of education programs, further research is recommended by many of the studies in this review. In addition, development of tools and resources for strengthening and supporting PLCs is clearly needed. B. National studies of professional development The purpose of this study was to understand the context of professional learning and to determine the potential professional development needs of districts. Methods included surveys of administrators and teachers in a nationally representative sample of school districts and schools, in-depth case studies in five school districts across the country, and an Educational Service Agency survey. About half of the principals surveyed had instructional coaching programs and our case study analysis revealed that coaching duties, as well as teacher attitudes towards coaching, vary between and within districts. Though technology is available, its use for professional development is moderate and uneven. Principals and district administrators make decisions about professional development. As a result of the research, Peer Connection is marketed

4 to both district-level and school-level administrators, and as a tool for instructional leaders in general. C. Coaching Needs Assessment In order to obtain information regarding the current state of instructional coaching and practitioners needs, we obtained data from four sources. A survey of coaches and professional development providers, teacher and administrator focus groups interviews, and telephone interviews of coaching supervisors and other decision makers in large districts with math coaching programs all comprised the methods of the needs assessment. The purpose of the coaching surveys, interviews, and focus groups was to gather data on several dimensions relevant to the development of the Peer Connection product. Those included, among other dimensions, an emphasis in coaching practice on pedagogy or content; the relative focus on general instructional support versus program implementation; the types of resources coaches use to provide professional development; where and how coaches search for resources; additional desired features of an online resource desired by coaches; and the usefulness of selected coaching prototype features. Through this research, we found that building level providers of professional development focused more on pedagogy than on specific content. They also focused more on general instructional support than on program implementation, and believe that good instructional strategies are broadly applicable. Participants preferences with regard to the functionality they prefer in a searchable tool such as Peer Connection differ widely, and most want flexible options. Coaching supervisors, administrators, teachers, and coaches strongly suggested that the coach-teacher relationship must be collaborative and not perceived by the teacher as judgmental or evaluative. Building level providers of professional development believe they are the most important resource and value the training, information, and expertise they bring to teachers. Our research suggests some distinctions between formal instructional coaches and other building-level providers of teacher professional development in terms of focus on instructional support (vs. program implementation) and autonomy to select resources to use with teachers, which may have implications if the product is to be designed with both audiences in mind. D. Mentoring Needs Assessment Mentoring program administrators, mentors, and mentees in districts across the country were surveyed using unique instruments, and follow-up phone interviews were conducted with mentoring administrators and mentors. The mentor administrator survey covered topics such as general mentoring program characteristics, mentor training, expectations of the mentor/mentee relationship, and mentoring administrator/mentor needs, in addition to asking for the names and contact information of three mentors and three mentees in their district. The mentor and mentee surveys covered areas such as mentor and mentee profiles, mentoring activities and scheduling, mentor training, and the greatest areas of mentee need (as perceived by both mentor and mentee).

5 The majority of mentoring program coordinators reported they would be interested in a mentoring program best practice overview, resources and/or materials to incorporate into a current mentoring program, networking opportunities, and resources related to peer review. Mentors indicated that mentees greatest needs are for moral support from a caring fellow teacher, classroom management and discipline strategies, and help in developing units that address state standards. Mentees reported they (at least initially) required a high need for initial moral support, an introduction to school /district resources and district-level requirements, connection to current research, assistance with record-keeping, and help with classroom activity ideas. E. PLC Needs Assessment To explore PLC processes, needs, supports, and use of technology, we conducted in-depth case studies in two districts using observations, interviews and focus groups. Phone interviews with additional PLC districts were also conducted. We found that PLCs are dynamic, innovative, and locally focused; online tools to support them must be equally dynamic, innovative, and flexible. Hybrid PLCs, or those that meet both in person and online, may be the most appropriate audience. Web 2.0 tools such as collaborative workspaces for creating, tagging, and sharing documents, resources for creating and sustaining PLC s, and tools to support PLCs use of student data are needed. PBS TL is in process of reviewing the needs assessment. F. Coaching Prototype Field Research The goal of the prototype field research was to explore the coaching wireframes, appearance of the coaching prototype, and usability of the coaching prototype in order to inform product development. Three iterations of rapid prototype testing on the coaching tool were conducted with groups of math coaches, teachers, and administrators in five locations throughout the country using surveys and focus groups. The literacy content of the coaching tool was field tested with literacy coaches and teachers in three states using surveys. The research indicated that teachers and coaches wanted the tool to have a less evaluative feel. PBS TeacherLine changed evaluative terminology and aggregated site usage statistics. Literacy and math coaches expressed a positive opinion of the resource set components. Coaches felt that the number, range and quality of the resources were sufficient to structure high quality professional development activities. G. Mentor Prototype Field Research To explore the concept of a mentor/mentee-specific Peer Connection suite of tools, mentors and mentees were led through a guided tour of product wireframes (a website outline or mock-up) to familiarize them with the concept of the product. Afterward, researchers asked participants focus group interview questions to gather opinions on the concept of the product and its perceived usefulness in their practice as mentors or teachers. Focus groups were conducted to gather data on participants reactions to two components of the Peer Connection professional development tools: the discussion boards and the professional development modules. Thirty participants across two sites were divided into two groups and introduced to one of the two components. The participant pool included mentors, mentees, and instructional coaches. After a guided walk-through of either the discussion boards or the professional development module either in person or via web conferencing technology, researchers conducted focus

6 groups to gather participant reactions to the tools and concluded the interaction with a short online survey. H. Pilot Test of Peer Connection Use in Coaching To test the usability and preliminary effectiveness of the coaching prototype in existing middle school math instructional coaching programs, middle school math coaches, teachers, and administrators in 15 school districts and 25 schools across the USA used the tool and completed four monthly logs reporting use of the tool, three attitudinal surveys, and participated in interviews. Findings indicated that usage was less frequent and less collaborative than expected. Educators were positive about the quality of resources. PBS TeacherLine worked closely with a consulting organization to design professional development to help users understand the purpose of the tool and to help them integrate it into their practice. PBS TeacherLine developed online examples that model online communication strategies to improve coachteacher collaboration and coach delivery of professional development support. Teacher expectations for the quantity of resources similar to Google-like search results and their initial confusion led to a re-purposing of the tool. PBS TeacherLine refocused the tool toward supporting the resource needs of instructional coaches and eliminated the search functionality for teachers. III. Conclusion The development of PBS TeacherLine Peer Connection has been aided considerably by several levels of research support at the formative level. Reviews of literature have ensured that the current research benefits from prior academic and applied research and that the tools are based on sound theory and good practice. National surveys of coaches, mentors and administrators have functioned as market research, and the analysis of data from the surveys have provided greater insight into the acquisition predispositions of those targets as consumers. Finally, the formative research has enabled the researchers and the developer to understand the likely functions Peer Connection will serve in schools as well as its usability as a professional networking tool. Research on the effectiveness of Peer Connection remains to be conducted, and that research is expected to be completed by References Achinstein, B., & Athanases, S. Z. (2006). Mentors in the making: Developing new leaders for new teachers. New York: Teachers College Press. Costa, A.L., & Garmston, R.J. (1994). Cognitive coaching: A foundation for renaissance schools. Norwood, MA: Christopher-Gordon Publishers. Feger, Woleck, & Hickman, P. (2004). How to develop a coaching eye. Journal of Staff Development, 25(2). Retrieved, February 6, 2006 from Guskey, T.R. (1985). Staff development and teacher change. Educational Leadership, 42(7), Richard, A. (May, 2003). Making our own road: The emergence of school-based staff developers in America s public schools. New York, New York: The Edna McConnell Clark Foundation. Retrieved February 9, 2006, from

7 Veenman, S. & Denessen, E. (2001). The coaching of teachers: Results of five training studies. Educational Research and Evaluation 7(4) pp