An examination of the evidence that teachers use to assess student learning and make decisions about their teaching practices: Connecting teacher and student learning through inquiry-based professional development

Joy Ann Seybold, Purdue University

Abstract

Despite numerous recommendations in the literature on professional development, educational research that uses measures of student learning as criteria for determining the effectiveness of professional development is rare. Yet, teachers and schools are required by state and national legislation to document specific connections between professional development for teachers and improvements in student learning. This study addresses this gap by using qualitative methodology to examine the evidence that teachers provide as they reflect on their own learning, implement practices resulting from their learning, and assess ongoing improvements in student learning. This ethnographic study examines documents prepared anonymously by 140 teachers within a large urban high school as part of their participation in school-wide inservice sessions over one year and documents prepared by 12 key participants within voluntary professional development initiatives involving collaborative inquiry, action research, and portfolio development. Three key findings emerged from the study with implications for schools. First, the processes involved in collaborative inquiry, classroom research, and National Board for Professional Teaching Standards portfolio development are aligned with the features of effective learning environments identified by researchers (Bransford, Brown, & Cocking, 2000; Guskey, 2003; NCREL, 1998) and professional organizations (NSDC, 2001). Second, teachers engaged in these professional learning experiences implement teaching practices that allow them to know their students better, use multiple and ongoing assessments of student learning, make adjustments to their teaching practices that are aligned with learner-centered classrooms, and express growing confidence in their abilities to differentiate instruction and assessment for diverse learners. Finally, teachers engaged in these forms of professional development—whether new or experienced teachers—are likely to deepen their levels of evidence-based reflective practice and broaden their understanding of diverse learning. The study concludes by identifying six key features of professional learning experiences that support teachers as they improve teaching practices and student learning in their classrooms. These six features, to be elaborated more fully in a second year of study, occur as recursive steps of professional learning through which teachers may develop their inquiry skills and teaching practices throughout their careers.

Degree

Ph.D.

Advisors

Fox, Purdue University.

Subject Area

Adult education|Continuing education|Teacher education|Secondary education

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