Module 2C: What Does TIMSS Say about School Support Systems?

Slides



The National Academies | 500 Fifth St. N.W. | Washington, D.C. 20001
Copyright © National Academy of Sciences. All rights reserved.
Terms of Use and Privacy Statement



Below are the first 10 and last 10 pages of uncorrected machine-read text (when available) of this chapter, followed by the top 30 algorithmically extracted key phrases from the chapter as a whole.
Intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text on the opening pages of each chapter. Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.

Do not use for reproduction, copying, pasting, or reading; exclusively for search engines.

OCR for page 327
Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide Module 2C: What Does TIMSS Say about School Support Systems? Slides

OCR for page 327
Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide This page in the original is blank.

OCR for page 327
Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide What Does TIMSS Say about School Support Systems?

OCR for page 327
Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide This page in the original is blank.

OCR for page 327
Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide Goals To identify the influences of school support systems on learning To learn the TIMSS findings on school support systems around the world To identify alternatives to current U.S. teacher development practices To identify issues for further reflection and dialogue and possible actions to improve the school support systems in participants’ own schools, districts, and higher education institutions

OCR for page 327
Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide This page in the original is blank.

OCR for page 327
Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide Agenda Overview of Goals and Agenda What Do We Mean by School Support Systems: Brief Overview Lecture Collegiality and Professional Development of Teachers “The Secret of Trapezes” Issues for Further Reflection and Dialogue

OCR for page 327
Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide This page in the original is blank.

OCR for page 327
Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide What do we mean by school support systems in the NRC report? Preparation and support of teachers Attitudes toward the profession of teaching Attitudes of teachers, students, and parents toward learning Lives of teachers and students, both in and out of school

OCR for page 327
Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide This page in the original is blank.

OCR for page 327
Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide Data about School Support Systems Teachers’ Time Teacher Learning Cultural Influences on Teaching Student Attitudes

OCR for page 327
Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide This page in the original is blank.

OCR for page 327
Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide Summary Teacher learning at the pre-service, novice, and experienced teacher levels varies widely. Japanese professional development emphasizes the improvement of teaching lessons and the teacher as a resource. Teachers in Japan learn from one another through mentorship and teacher-run study groups.

OCR for page 327
Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide This page in the original is blank.

OCR for page 327
Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide Summary In the U.S., teachers engage in more short-term, expert-led workshops. In Japan, many beginning teachers have a structured development plan and a lighter schedule to support their development.

OCR for page 327
Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide This page in the original is blank.

OCR for page 327
Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide Reflecting on Practice How are new teachers inducted in your setting? Who is involved, and what is involved? To what end? To what extent is professional development relevant, focused, and coherent? What are the focal areas, methods, and content, and how are these aligned with learning goals? How is teacher development organized across the career of a teacher? What kinds of opportunities exist for what kinds of learning? Do teachers engage in collaborative learning through teacher-led study groups, examination of student work, or videotaped classroom lessons? How could you increase collaborative learning?

OCR for page 327
Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide This page in the original is blank.

OCR for page 327
Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide Implications for Action for Teacher Learning Create opportunities for teachers to collaborate. Recognize teacher expertise. Provide opportunities for teachers to share what they know with each other. Assign mentors for beginning teachers and provide time for mentoring. Have teachers create individual professional development plans.

OCR for page 327
Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide This page in the original is blank.

OCR for page 327
Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide Wrap Up An insight you have gained. An action you intend to take.

OCR for page 327
Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide This page in the original is blank.