Susan+Loucks-Horsley

Opening Activity
(15 minutes total) //Hi Nan! Use the paper and markers that Lynda has supplied to visually document and represent positive characteristics of a memorable professional learning opportunity. (5 minutes)

In a group of 4, share your designs and discuss common traits of positive profession learning experiences. (5 minutes)

Select a spokesperson from your team to highlight the traits discussed in your group sharing time. (5 minutes total for the entire room)//
 * -Characteristics of Professional Development**
 * Professional Development needs safe, comfortable environment
 * Relationships (small groups, one on one, etc.
 * Professional Development needs to go outside and be used in classroom
 * Collaborative and experiential
 * Long Term, sustained over time

http//:google.com//


 * Biographical Information || Strategies for PD ||
 * Contributions || Learners and Learning ||
 * What is Professional Development (PD) || Reasons for PD ||
 * PD Process || Effective PD Principles ||
 * Structures for PD || References ||

Biographical Information
Education, WestEd, and K-12 director at the National Research Council’s Center for Science, Mathematics, and Engineering Education.
 * Bio of Susan Loucks-Horsley**
 * Job:** Director of the professional development project for the National Institute for Science

Binghamton, 1968. M.A. in curriculum and instruction, 1972, and Ph.D. in curriculum and instruction, University of Texas, 1975.
 * Education:** B.A. in science and mathematics, State University of New York at

She passed away in 2000.//
 * Professional history:** Her work with the National Research Council included promoting, supporting, and monitoring the progress of standards-based education, especially the National Science Education Standards. Her work at the National Institute for Science Education led to the publication of Designing Professional Development for Teachers of Science and Mathematics. At WestEd, she oversaw science and mathematics projects and directed the National Academy for Science Education Leadership, funded by the National Science Foundation and designed after the NSDC Academies. She led the development team of Facilitating Systemic Change in Science and Mathematics Education: A Toolkit for Professional Developers, a product of the10 regional education laboratories. She was senior author of Continuing to Learn: A Guidebook to Teacher Development//,// An Action Guide for School Improvement, Elementary School Science for the ’90s//, Designing Professional Development for Teachers of Science and Mathematics,reports from the National Center for Improving Science Education on teacher development and support, and numerous chapters and articles on related topics.While at the University of Texas Research and Development Center for Teacher Education, she worked on the development team of the Concerns-Based Adoption Model.

Contributions to the Theory of Professional Development
In his preface to Designing Professional Development for Teachers of Science and Mathematics//, Dennis Sparks, Executive Director of the National Staff Development Council, said, “It is noteworthy that Susan Louks-Horsley, who passed away in 2000, remains the lead author of this book. That fact is a testament to the high regard in which she was held by her coauthors and to the effects she had on their professional lives. It is also a testament to the power of Susan’s ideas, which through this book and other venues wil continue to affect the field of professional development for many years to come.” (Loucks-Horsley et al, 2003, p. x) Susan Loucks-Horsley has made a profound contribution to the design of implementation of professional development in the areas of mathematics and science. Following one of her own tenets, she seldom worked alone, but collaborated with scholars, researchers and educators throughout her career. While teachers or principals may not recognize her name, if they have been involved in any major professional development initiative in past ten years, that initiative’s design was most likely based on Loucks-Horsley’s work, particularly if there was any federal funding involved. The first edition of// Designing Professional Development for Teachers of Science and Mathematics //was considered to be the framework for professional development. Published by the National Institute for Science Education, the book was considered to be groundbreaking. Louks-Horsley pointed out the professional development always occurs within a setting or context in which the participants have strengths, needs, and resources. She emphasized that professional development has to be a process of thoughtful conscious decision-making. Design needs to move professional development away from the cafeteria style or hit and miss style that is often practiced. In her presentations and work, Louks-Horsley liked to describe professional development as a “bridge” that moves one from “where one is and where one wants to be.” ( Loucks-Horsley et al, 2003, p. xix) Some of the significant changes in professional development that have resulted from her work include//
 * Many books and research studies in the areas of science an mathematics professional development are based on her work
 * National, state and local standards are more widely known and consulted as school districts shape their vision of teaching and learning.
 * Professional development is more purposeful. It is designed to improve student learning.
 * Science and mathematical content pedagogical content knowledge are playing greater role in professional development programs.
 * Job-embeded, practice-based and collegial forms of professional development are more widely accepted, researched and practiced. (Loucks-Horsely et al., 2003)

= =

What is Professional Development?
• Engaging teachers in a wide variety of opportunities for growth and knowledge and skills within the educational profession ( Loucks-Horsley et al, 1987, p. 3) • Staff development is the term that educators use to describe the continuing education of teachers, administrators, and other school employees. http://www.nsdc.org/library/basics/whatisSD.cfm

Process of PD-
Figure 2.1 Professional Development Design Process for Mathematics and Science Education Reform (Loucks-Horsley et al, 2003, p. 17)

Structures for PD
• Individually guided staff development • Observation/assessment • Involvement in an improvement process • Training (most frequently used) • Inquiry (leads to more reflective practice)

Strategies for Professional Learning
• Aligning and implementing curriculum //– Select material and align to curriculum – Curriculum implementation – Curriculum replacement// • Collaborative structures //– Partnerships with experts from the field and industry – Professional networks – Study groups// • Examining teaching and learning //– Action research – Case discussion – Examining student work and thinking scoring assessments – Lesson study// • Immersion experiences //– Immersion and inquiry in science and problem solving and math – Immersion into the world of scientists and mathematicans// • Practicing teaching //– Coaching – Demonstration lessons – Mentoring// • Vehicles and mechanisms //– Developing professional developers – Technology for professional development – Workshops, institutes, courses and seminars//

Learners and Learning
Five general concepts that summarized knowledge of learning that should inform design of professional development ( Loucks-Horsley et al., 2003, pp. 33-34)
 * What learners already know influences their learning
 * Learners acquire new knowledge by constructing it for themselves
 * The construction of knowledge is a process of change that includes addition, creation, modification, refinement, restructuring, and rejection
 * Learning happens through diverse experiences
 * All students regardless of race, culture, and gender are capable of understanding and doing science and mathematics

Reasons for Professional Development
• Think, Pair, Share Activity //• Teachers seek guidance through clinical supervision • Action research to solve problems • Practice new techniques through micro-teaching • Reflective interviews with coaching and mentors • Goal setting • Learn how to grow in approaches to staff development//

Principles in Effective Professional Development
(Designing Job-Embedded Professional Learning: The Authentic Task Approach, Janet M. Phlegar and Nancy Hurley, WEST ED) - Foster collegiality and collaboration - Promote experimentation and risk taking - Draw their content from available knowledge basis - Involve participants in decisions about as many aspects of the professional development experiences as possible - Provide time to participate, reflect on and practice what is learned - Provide leadership and sustained support - Supply appropriate rewards and incentives - Have designs that reflect knowledge of adult learning and change - Integrate individual, school, and district goals - Integrate both organizationally and instructionally with other staff development and change efforts

Reference List
Loucks-Horsley, S. (1990). Choose effective approaches to staff development. School science for the 90’s. American Association of Curriculum Development. //Retrieved January 26, 2008, from[| //http://www.nas.edu/rise/backg4b.htm//]//

Loucks-Horsley, s. (1997, February). The role of teaching and learning in systematic reform: A focus on professional development. //Retrieved// January 25, 2008, from http://teech.terc.edu/papers/susanlh.htm

Loucks-Horsley, S., Harding, C., Arbuckle, M., Murray, L., Dubec, C., & Williams, M. (1987). Continuing to learn: A guidebook for teacher development. Andover, MA: //The Regional Laboratory for Educational Improvement of the Northeast and Islands. Oxford, OH: National Staff Development Council.//

Loucks-Horsley, S. & Hergert, L. (1985). An action guide to school improvement.//Alexandria, VA: Association for Supervision and Curriculum Development and The Network, Inc.//

Loucks-Horsley, S., Love, N., Stiles, K., Mundry, S., & Hewson, P. (2003). Designing professional development for teachers of science and mathematics (2nd ed.). //Thousand Oaks, CA: Corwin Press, Inc.//

Northwest Regional Laboratory. (2001). Staff development//. Retrieved January 24, 2008, from http://www.nwrel.org/scpd/sirs/6/cu12.html

Phlegar, J. & Hurley, N. (1999).// Designing job-embedded professional learning: The authentic task approach//. Woburn, MA: Learning Innovations at WestEd.

Sparks, D. (1999). Try on strategies to get a good fit: Interview with Susan Loucks-Horsley (Electronic Version).// Journal of Staff Development//, 20, No. 3. Retrieved January 26, 2008, from http://www.nsac.org/library/publications/jsk/loucks- __horsley203.cfm__

Closure and Reflect-Back
Use your computers to go on our WIKI and respond to the following questions: 1. What things must you take into consideration for your future staff developments? 2. Please provide feedback on our presentation: Changes, Additions, Likes, Dislikes.