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Bestseller!

Designing Professional Development for Teachers of Science and Mathematics

Third Edition

By: Susan Loucks-Horsley, Katherine E. Stiles, Susan Mundry, Nancy Love, Peter W. Hewson

Foreword by Dennis Sparks

The revised classic for designing mathematics and science professional development presents an updated planning framework and many professional development strategies and emphasizes continuous program monitoring and building professional cultures.

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Product Details

Grade Level: K-12
ISBN: 9781412974141
Published By: Corwin
Year: 2009
Page Count: 424
Publication date: January 11, 2010

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Description

"This third edition represents the gold standard of resources for those working in the field of professional development. My staff and I highly recommend this book as a primary resource for designing and continuously improving professional development programs for teachers of science and mathematics. Unlike other resources, this unique and important book provides current research, an updated strategic planning framework, and access to a portfolio of best practices for informing your work."
—Sally Goetz Shuler, Executive Director
National Science Resources Center

"In the 21st century when STEM education has become vital for our students and our nation and the importance of quality professional development has increased at least tenfold, this seminal work should be required reading for every education leader. It is both practical and scholarly in guiding a school toward a culture of continuous learning and improvement."
—Harold Pratt, President, Science Curriculum Inc.
Former President, National Science Teachers Association

The classic guide for designing robust science and mathematics professional development programs!

This expanded edition of one of the most widely cited resources in the field of professional learning for mathematics and science educators demonstrates how to design professional development for teachers that is directly linked to improving student learning. Presenting an updated professional development (PD) planning framework, the third edition of the bestseller reflects current research on PD design, underscores how beliefs and local factors can influence the PD design, illustrates a wide range of PD strategies, and emphasizes the importance of:

Continuous program monitoring
Combining strategies to address diverse needs
Building cultures that sustain learning

An inspiring blend of theory and practical wisdom, Designing Professional Development for Teachers of Science and Mathematics remains a highly regarded reference for improving professional practice and student achievement.

Author(s)

Susan Loucks-Horsley

Susan Loucks-Horsley was the lead author of the first edition of Designing Professional Development for Teachers of Science and Mathematics and directed the professional development research for the National Institute for Science Education on which the book is based. At the time of her passing in 2000, Susan was the associate executive director of Biological Sciences and Curriculum Study (BSCS) and senior research associate for science and mathematics at WestEd. She had previously served as director of professional development and outreach at the National Research Council’s Center for Science, Mathematics, and Engineering Education, where she promoted and monitored standards-based education, especially the National Science Education Standards. Susan was a leading researcher, writer, and professional developer who enjoyed collaborating with others to address education’s toughest problems. She was the lead author of several books, including Continuing to Learn: A Guidebook for Teacher Development, An Action Guide for School Improvement, and Elementary School Science for the 90s. In addition, she wrote numerous reports on teacher development for the National Center for Improving Science Education, as well as chapters and articles on related topics. While at the University of Texas/Austin Research and Development Center for Teacher Education, she worked on the development team of the Concerns-Based Adoption Model (CBAM), a classic framework for understanding and leading change efforts.

Katherine E. Stiles

Katherine E. Stiles is a Senior Program Associate in the STEM Program at WestEd. Katherine is Co-Director of WestEd’s National Academy for Science and Mathematics Education Leadership, providing professional development and support for education leaders nationwide. The foci of the Leadership Academy–effective leadership, educational change, professional development and communities of learners, facilitation, and using data and evidence to achieve results–are reflected in the book, (2013). She designs and leads science and mathematics education program evaluation projects at the school, district, state, and national level, focusing on assessing the quality of professional development, and the relationship between teachers’ conceptual learning, changes in practice, and student learning. Katherine works with schools and districts to enhance student learning through the development of collaborative inquiry into data among staff as part of her work on the Using Data Project and as co-author of (2008). She was co-director of an NSF-funded project, Building Systems for Quality Teaching and Learning in Science, that resulted in the publication of professional development materials and a simulation board game on science education. The project extended the work of the seminal book on professional development that she co-authored, (2010). Prior to joining WestEd in 1995, Katherine worked at the National Science Resources Center in Washington, D.C., as a science curriculum developer and authored four curriculum units for the program.

Susan Mundry

Susan Mundry is currently deputy director of Learning Innovations at WestEd and the associate director of WestEd’s Mathematics, Science, and Technology Program. She directs several national or regional projects focused on improving educational practice and oversees the research and evaluation projects of Learning Innovations. She is codirector of a research study examining the distribution of highly qualified teachers in New York and Maine for the Northeast & Islands Regional Education Laboratory and is the project codirector for the evaluation of the Intel Mathematics Initiative, a professional development program for elementary and middle grades teachers aimed at increasing student outcomes in mathematics. She is also a Principal Investigator for two National Science Foundation projects that are developing products to promote the use of research-based practice in science and mathematics. Since 2000, Mundry has codirected the National Academy for Science and Mathematics Education Leadership, which provides educational leaders with training and technical assistance on professional development design, leading educational change, group facilitation, data analysis and use, and general educational leadership, as well as access to research-based information to improve teaching and learning. Building on this work, she provides technical assistance to several large urban schools districts engaged in enhancing leadership and improving math and science programs.

As a senior research associate for the National Institute for Science Education (1997-2000), Mundry conducted research on attributes of effective professional development. She served on the national evaluation team for the study of the Eisenhower Professional Development program led by the American Institutes for Research, where she worked on the development of national survey instruments and the protocols for case studies. From 1982 to 1997, Mundry served in many roles from staff developer to associate director at The NETWORK, Inc., a research and development organization focused on organizational change and dissemination of promising education practice. There, she managed the work of the National Center for Improving Science Education and the Center for Effective Communication, provided technical assistance to schools on issues of equity and desegregation, oversaw national dissemination programs, and co-developed the “Change Game,” (Making Change for School Improvement) a simulation game that enhances leaders’ ability to lead change efforts in schools and districts.

Mundry has written several books, chapters, and articles based on her work. She is coauthor of the best selling book, Designing Effective Professional Development for Teachers of Science and Mathematics (2nd edition), as well as Leading Every Day: 125 Actions for Effective Leadership, which was named a National Staff Development Council Book of the Year in 2003. Her latest book is The Data Coach’s Guide to Improving Learning for All Students (2008).

Nancy Love

RBT’s Director of Program Development, Nancy is a leading expert in school data use and professional development. She has worked with schools across the country to develop Data Coaches and high-performing Data Teams and to put research about effective professional development into practice. As former Director of the National Science Foundation-funded Using Data Project, Nancy led the design and implementation of a comprehensive professional development program to improve teaching and learning through collaborative uses of school data. Participating schools significantly increased student achievement, teacher collaboration, and uses of data to improve instruction. Nancy has authored, co-authored, and edited several books and articles, including bestsellers The Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry with K. E. Stiles, S. Mundry, and K. DiRanna (2008) and Using Data to Improve Learning for All: A Collaborative Inquiry Approach (2009). Her most recent book is Designing Professional Development for Teachers of Science and Mathematics, 3rd edition(2010) with S. Loucks-Horsley, K. E. Stiles, S. Mundry, and P. W. Hewson.A dynamic and engaging presenter, Nancy is in demand as a motivational keynote speaker and workshop leader. In 2006, she was awarded the Susan Loucks-Horsley Award from the National Staff Development Council in recognition of her significant national contribution to the field of staff development and to the efficacy of educators.

Peter W. Hewson

Peter W. Hewson is Professor of Science Education at the University of Wisconsin–Madison. He is also the director of a project to develop collaborative research in science and mathematics education between South Africa and the United States. He has been a principal investigator on several other federally funded multiyear projects in science education. As Codirector of the Professional Development Project of the National Institute for Science Education, he coauthored the first edition of Designing Professional Development for Teachers of Science and Mathematics (1998). He teaches in the undergraduate teacher education and graduate science education programs and coordinates a professional development school in Madison. He has been deeply involved in the development of a conceptual change framework and its application to the learning and teaching of science. He has also studied initial teacher education and the continuing professional development of practicing teachers. He has published numerous articles on these and related topics. He received his D.Phil. in theoretical nuclear physics from Oxford University, and he taught physics and science education in South Africa before moving to the United States.

Table of Contents

Foreword by Dennis Sparks

Acknowledgments

About the Authors

Introduction

What Has Happened Since the First and Second Editions

The Enduring Challenges of Professional Development

Carrying on Susan Loucks-Horsley’s Work

Purpose of the Book

Changes in the Third Edition

The Audience for This Book

Organization of the Book

How to Use This Book

Values Shared by the Authors

1. A Framework for Designing Professional Development

Inputs Into the Design Process

The Design and Implementation Process

2. Knowledge and Beliefs Supporting Effective Professional Development

Learners and Learning

Teachers and Teaching

The Nature of Science and Mathematics

Adult Learning and Professional Development

The Change Process

3. Context Factors Influencing Professional Development

Students and Their Learning Needs

Teachers and Their Learning Needs

Curriculum, Instruction, Assessment Practices, and the Learning Environment

Organizational Culture and Professional Learning Communities

Leadership

National, State, and Local Policies

Available Resources

Families and Communities

Resources for Investigating Context

4. Critical Issues to Consider in Designing Professional Development

Building Capacity for Sustainability

Making Time for Professional Development

Developing Leadership

Ensuring Equity

Building a Professional Learning Culture

Garnering Public Support

Scaling Up

5. Strategies for Professional Learning

Selecting Strategies for a Professional Development Structures

A Repertoire of Stratgies for Professional Learning

6. The Design Framework in Action

Tapping the Knowledge Bases, Framing Beliefs: "We Stood on the Shoulders of Giants"

Knowledge and Beliefs About the Nature of Learning and Teaching Mathematics and Science

Equity Matters: "All Humans Are Educable"

Knowledge and Beliefs About Teachers

Knowledge of Effective Professional Development

Knowledge of the Change Process

Reflect and Revise: Experience as a Source of Knowledge

Making Compromises

Context

The Professional Development Design Process

Design Framework in Action: Cases

References

Index

Reviews

"The third edition of Designing Professional Development for Teachers of Science and Mathematics, like the two previous ones, represents the gold standard for resources available to those working in the field of professional development. My staff and I highly recommend this book become a primary resource for designing and continuously improving professional development programs for teachers of science and mathematics. Unlike other resources, this unique and important book provides current research, an updated strategic planning framework, and access to a portfolio of best practices for informing your work.”

Sally Goetz Shuler, Executive Director
National Science Resources Center

“I would highly recommend this book to anyone who is serious about developing and providing relevant and transformative professional development to teachers and school leaders.”

Mathematics Teaching in the Middle School, April 2011

"In the 21st century when STEM education has become vital for our students and our nation and the importance of quality professional development has increased at least tenfold, this seminal work should be required reading for every education leader. It is both practical and scholarly in guiding a school toward a culture of continuous learning and improvement."

Harold Pratt, President, Science Curriculum Inc.
Former President, National Science Teachers Association

"Drawing upon both research and the wisdom of practice, this book makes accessible our current understanding of best practices in professional development design. The book notes the importance of professional development modeling the kinds of instruction teachers are expected to use, so it was gratifying to see the extent to which the third edition itself 'walks the talk' by making the authors' beliefs explicit and transparent."

Iris R. Weiss, President
Horizon Research, Inc.

"Great guidance from some of the best thinkers in the field, with lots of easy-to-grasp examples you can wrap your mind around. This is the ‘go-to’ book for anyone supporting math and science teachers in the improvement of their practice toward better learning for all students."

Cathy Seeley, Past President, National Council of Teachers of Mathematics
Author of Faster Isn’t Smarter: Messages About Math, Teaching, and Learning in the 21st Century

"Once again, this edition will help shape and guide professional development across this nation. The updated research and resources help those of us in the field design for better teacher learning with greater results on student achievement."

Kathy DiRanna, K-12 Alliance Statewide Director
WestEd

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Other Titles in: Mathematics | Science | Designing & Evaluating Staff Development