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Running head: Partnership-Centered Professional Development 1
A Model for Supporting Partnership-Centered Innovation and Professional
Development with a District-University Partnership
Jay Fogleman
Joshua Caulkins
Sarah Knowlton
Minsuk Shim
Stephen Brand
Laura Shifman
Daniel Murray
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Partnership-Centered Professional Development 2
Abstract
High quality curricular supports, including curriculum materials and professional
development (PD), are critical ingredients for improving science instruction in American
public schools. The implementation of the Next Generation Science Standards (NGSS)
has warranted research on how these innovations can be implemented effectively and
efficiently. There is a need for models, strategies and supports that district-university
partnerships can use to capitalize on a partnerships expertise in science concepts,
practices, and instruction to develop materials that meet the needs of local teachers. In
this study, we describe a model that district-university partnerships might use to enhance
their initial capacity to develop and support innovations that meet the needs of their
teachers. We identify design principles for supporting collaborative Resource
Teams (RTs) of Gr5-12 and Higher Education scientists tasked with developing
standards-based investigations and PD short courses for teachers. The effects of how each
RT designed their PD on teacher learning was measured. Three hundred teachers content
knowledge gains, their self-reported confidence in using the partnerships investigations,
and the characteristics of the eleven individual short courses were analyzed using
Hierarchical Linear Modeling (HLM). Results showed increased teacher learning and
efficacy when RTs utilized more research-based strategies in their short courses. Results
suggest that with comprehensive supports, district-university partnerships can enhance
their capacity to develop effective curricular innovations and PD. Such partnership-
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Partnership-Centered Professional Development 3
centered approaches have the potential to increase the usability of curricular innovations
as well as the the capacity of university-based partnerships to utilize their expertise to
improve science education within their communities.
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Partnership-Centered Professional Development 4
Introduction
The need to improve opportunities students have to learn science has long been
recognized by the science education community, and there has been a steady stream of efforts
over the past few decades to support science teachers by providing them with curriculum
materials and professional development (PD) that foster teaching and learning in ways that are
congruent with current understandings about how people learn {Bransford, "How People Learn:
Brain, Mind, Experience, and School", 2000}. The multifaceted approach of the Next
Generation Science Standards (NGSS){NGSS Lead States, "Next Generation Science Standards:
For States, By States", 2013}, where core disciplinary ideas, crosscutting themes, and science
and engineering practices play equal and interdependent roles in helping student understand the
ideas and processes of science, only makes the need for high quality supports for teachers more
acute.
A rich history of curricular reform has provided us a growing understanding of the
characteristics of effective classroom innovations. Teachers can require support through several
enactments to understand how to use an innovation effectively (CITE). Consequently,
innovations must be used in a school long enough for its teachers to understand how to use them
and integrate them into their practice. In the past, innovations have rarely persisted beyond their
initial implementation, in part because districts struggle to develop the capacity to provide
ongoing supports such as PD so that each years new teachers can learn to use the adopted
materials (CITE). This difficulty has lead several researchers to acknowledge that the
challenges of using, sustaining, and scaling innovations should be also be an area of innovation
and research (Cite Penuel and fishman).
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Partnership-Centered Professional Development 5
District-university partnerships have often been used to implement, support, and
research such curricular innovations. Within these symbiotic collaborations, districts and schools
often gain access to innovations and professional development developed by university
researchers while researchers can study how students use and learn from their innovations in real
classrooms {CITE: Fishman & Fogleman NARST). These partnerships have been studied
extensively (CITE), and have been recognized as a viable way to for districts to build their
instructional capacity in the short term (CITE). It has been difficult, however, to sustain
teachers use of innovative curriculum materials as a partnerships capacity to support the
innovation wanes {cite Fullan).
Though collaborative and symbiotic, district university partnerships struggle to be
collaborations where higher ed and K12 partners share the challenges of innovating and
facilitating innovations that meet their teachers needs. Traditionally within these partnerships,
higher education faculty and researchers, sometimes in collaboration with k-12 teachers, have
developed curricular interventions and provided the teachers with the necessary PD for their
initial implementation. Cobern (2003) recognized that in order to sustain an innovation within
such a collaboration, the ownership of the innovation must shift from the university innovators
and researchers to the district PD facilitators and teachers. Fogleman et al (2010) described
efforts to support district lead teachers planning PD when university partners could no long
provide this level of curricular support for curricular units conceptualized and developed chiefly
by university researchers. The challenge of shifting ownership and the relatively short funding
period of most curricular reform efforts suggests that there is a need for partnership models that
build in the ownership and understanding of the innovations by all partnersfrom the outset
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Partnership-Centered Professional Development 6
instead of setting up a need for shifting the ownership later. In this study, we describe such as
model based on collaborative Resource Teams comprised of both higher education and the
partnerships G5-12 schools.
In this study, we present a model for developing effective, PD in the context of a district-
university partnership that may address some of the issues related to sustainability. We begin by
describing what is already understood about the design of effective and sustainable PD and the
role of effective PD in helping teachers use innovative curriculum resources. After describing the
PD design process, we then present our approach for assessing the effectiveness of our PD and
investigating its critical factors. Finally, we discuss the strengths and weakness of our model, as
well as its significance in light of the innovations that will surely follow efforts to update
national science standards.
In this study, we argue that district university partnerships can increase their capacity for
supporting their teachers by including a diverse group of partners in their development and
support process and designing supports that enable these stakeholders utilize research-based
strategies to develop high quality curricular materials and PD that successfully supports
partnership teachers. We present a model for supporting partnership-centered Resource Teams
that are involved both in innovation development and PD, and present evidence that the model
results several capacity-building effects, including providing effective PD for participating
teachers as well as opportunities district lead teachers and university science faculty to
collaborate, learn, lead, and share their respective expertise with the partnership.
We begin by describing what is already understood about the design of effective and
sustainable PD and the role of effective PD in helping teachers use innovative curriculum
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Partnership-Centered Professional Development 7
resources. After describing the PD design process, we then present our approach for assessing the
effectiveness of our PD and investigating its critical factors. Finally, we discuss the strengths and
weakness of our model, as well as its significance in light of the innovations that will surely
follow efforts to update national science standards.
We will address the following questions:
a. How did collaborative resource teams design and enact PD to foster teacher
participation in inquiry during their respective short courses?
b. What factors about the PD influenced the content knowledge teachers learned during
their short courses?
c. What role, if any, did the ways in which the resource teams used inquiry in their PD
experiences effect what teachers learned in the short courses?
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Partnership-Centered Professional Development 8
References
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