Virginia Mathematics Teacher Fall 2016

VISTA ELIS Professional Development Jennifer L. Maeng, Elizabeth W. Edmondson

model employed in the VISTA Elementary Science Institute (ESI) that was funded by the U.S. Depart­ ment of Education Investing in Innovation grant awarded to George Mason University. This re­ search-based PD model (e.g. Bell, Maeng, Konold, & Whitworth, 2015) employs a Learn-Try- Implement approach in which problem-based learning (PBL) provides a meaningful context for teachers to integrate science, mathematics, literacy, and engineering to engage students in solving real- world problems. The Learn-Try-Implement VISTA ELIS PD model is well-aligned with components of PD like­ ly to change teachers’ practices and improve student achievement (e.g. Desimone, 2009; Loucks-Horsley et al., 2010). For example, the PD is sustained and ongoing , well-aligned or coherent with school and division goals and state Standards, content-focused , engages teachers in active learn- ing by modeling instructional approaches and providing opportunities for reflection and discus­ sion, and provides just-in-time support through ex- pert coaching . Finally, it included collective partic- ipation , promoting opportunities for teachers col­ laborate in their professional practice (Birman et al., 2000). Research suggests these components of effective PD can support the professional learning of teachers in all content areas (e.g. Desimone, 2009; Loucks-Horsley et al., 2010). The VISTA ELIS PD includes a summer institute that comprises content and pedagogy com­ ponents, academic year follow-up, principal in­ volvement, and just-in-time coaching to support elementary and middle school teachers with needed science content knowledge, literacy approaches, and relevant pedagogical strategies. The PD engag­ es teachers in a process of learning science content (e.g. life processes and living systems, force, mo­ tion, energy and matter) and pedagogical strategies (e.g. inquiry, nature of science, PBL, literacy, and mathematics) during summer institutes , trying these strategies with in-class coach support during the academic year, and implementing teacher- developed PBL units in their classrooms. Each year focuses on a different NGSS Crosscutting Concept. In year 1, this was matter and energy . In year 2, the focus will be cause and effect and the focus of year 3 will be patterns . Specifically, the model includes 1) a 10-day

Abstract

The Virginia Initiative for Science Teach­ ing and Achievement (VISTA) Elementary Litera­ cy Integrated with Science (ELIS) Professional De­ velopment (PD) provides an integrated approach to teaching science and literacy through problem- based learning (PBL). The VISTA ELIS PD, de­ signed for elementary and middle school teachers, began spring of 2015 and will end fall of 2018. In this article, we describe the PD and report changes in teacher confidence and understandings as well as participant perceptions of the PD after the first year of the project. Results indicated that while their content knowledge around matter and energy did not change, their confidence in using a PBL ap­ proach to teach science, integrating literacy strate­ gies, nature of science, inquiry, and technology into instruction improved following their first year in the PD. Teacher-generated PBL units were the pri­ mary product of the PD. The Virginia Initiative for Science Teach­ ing and Achievement (VISTA) Elementary Litera­ cy Integrated with Science (ELIS) Professional De­ velopment (PD) provides an integrated approach to teaching science and literacy across three years be­ ginning in the spring of 2015.VISTA ELIS repre­ sents two parallel Mathematics and Science Part­ nership grants (MSP) awarded by the Virginia De­ partment of Education to the authors. The VISTA ELIS PD supports K-8 teachers in Richmond City, Henrico County, Chesterfield County, and Caroline County Schools and K-5 teachers in Albemarle County and Waynesboro City Schools. In this arti­ cle, we share our findings after year one of the pro­ jects. Goals of VISTA ELIS were to increase teachers’ science content and pedagogical knowledge, increase teachers’ reflective instruc­ tional practice, develop teacher-leaders in problem- based learning instruction and science and literacy integration, increase students’ achievement in sci­ ence, increase principals’ awareness of and support for integrated science and literacy instruction, de­ velop a robust K-5 STEM education, and increase time spent on science. Learn-Try-Implement PD Model The VISTA ELIS PD model is based on the Introduction

Virginia Mathematics Teacher vol. 43, no. 1

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