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Suggested Citation:"Module 3: Global Perspectives for Local Action Planning." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Module 3:
Global Perspectives for Local Action Planning

OVERVIEW

Modules 1 and 2 of this guide provide formats for workshop sessions. Module 3 is different because it is designed to provide guidance and structure for action planning. It is for use by local teams conducting inquiry and action planning regarding mathematics and/or science education in individual schools or school districts based on the TIMSS findings. Working with this module will provide these teams with a framework for continuous improvement of their mathematics and/or science program (a process that often requires many years).

Facilitators may use the Module 3 materials to assist local teams or local teams may use the materials without a facilitator. If local teams use Module 3 without a facilitator, it is essential that team members have a good grasp of the information in Modules 1 and 2 of this guide and of the information provided in the National Research Council (NRC) report, Global Perspectives for Local Action (see “Resources”). This will ensure that the teams have the background needed to make good decisions during the action planning process.

If groups from different schools and districts are working through Module 3 together, it is recommended that facilitators be used to ensure ample representation from each different school or district and to permit meaningful planning focused on individual sites.

Module 3 has two parts: Part A, which will help teams set up a process for their investigations and action planning, and Part B, which will help teams begin to execute the process.

Suggested Citation:"Module 3: Global Perspectives for Local Action Planning." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Part A: The Inquiry and Action-Planning Process

The NRC’s Global Perspectives for Local Action report is, at its core, a call to teachers, educational administrators, higher education staff, and the interested public to use the TIMSS findings to examine their own practices and the results of these practices more closely and consciously. It invites these audiences to inquire into their own curriculum, teaching, and school practices and to think about and plan actions they could take to address problems and improve student learning. Where school and district planning, accreditation, and improvement teams already exist, Module 3 can help these teams employ the TIMSS findings to plan improvements in mathematics and science curricula, instruction, and school culture.

Module 3 contains

  • Vignettes of schools that are using TIMSS to improve mathematics and science education;

  • Ideas for how to get started with action planning;

  • An eight-stage inquiry process, along with examples and forms; and

  • Planning templates for achievement, curriculum, instruction, and school support systems that include a summary of relevant TIMSS data, possible questions and data sources for inquiring into practice, and ideas for action planning.

Several school districts around the country are using TIMSS as a springboard for reflection and action to improve mathematics and science education. Lessons can be drawn from an urban school in Paterson, New Jersey, schools involved in the First in the World Consortium in Chicago’s northern suburbs, and the Lake Shore School District in Michigan. The vignettes on pgs. 393–397 from these sites offer some images of actions others around the country could take to improve their local mathematics and science education.

Suggested Citation:"Module 3: Global Perspectives for Local Action Planning." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

TIMSS-INSPIRED LEARNING IN AN URBAN SCHOOL— MIMICRY OR DEEP CHANGE?

“Last year the book did the thinking. This year we did the thinking.” That’s how one eighth-grader recently described the change in how she is learning mathematics at the Paterson School #2 in Paterson, New Jersey. What you might see in her classroom are students grappling with complex mathematical problems, presenting solutions, and discussing their solution methods, while the teacher analyzes errors. That approach builds on what students know, develops their thinking, and drives home the major concept of the lesson. Students are highly engaged and are communicating with each other about mathematics. The level of mathematics is a good half-year ahead of what it used to be.

The rigor and structure of eighth-grade mathematics lessons at Paterson School #2 closely resemble typical Japanese lessons. That is not an accident. For the last two years, a group of the school’s teachers, with the full support and active participation of the principal, have undertaken careful study of TIMSS. This has led them to examine closely their own beliefs about teaching mathematics, to conduct action research into classroom practice, and to change dramatically their approach to instruction.

Although some observers have mistaken a class of Paterson School #2 eighth-graders for a class of gifted and talented students, the class is, in fact, composed of regular students from a historically poor-performing, urban school where 98% of students qualify for free lunch, 30% are bilingual, and virtually 100% are Latino, African-American, or Bengali. What has made the difference is that the teachers have been transforming the way they teach mathematics with TIMSS as the catalyst. Coinciding with these changes has been a 20% jump in the school’s state mathematics test scores.

It all began in the spring of 1997, when Dr. Frank Smith from Columbia University presented a three-day TIMSS workshop to the district, which included showing the TIMSS videotapes of eighth-grade mathematics classrooms in Japan, Germany, and the U.S. One eighth-grade mathematics teacher was hooked immediately. “I read everything about TIMSS and constructivist teaching that I could get my hands on. Then I started to think we could teach more the way the Japanese did, so I tried it. I gave my students interesting problems to solve instead of presenting them with information. The lessons worked out incredibly well,” Bill Jackson explains.

Since then, with funding for summer curriculum work arranged by principal Lynn Liptak, eighth-grade mathematics teachers have developed 100 “Japanese-style” lessons. “What’s amazing,” says Jackson, “is that the students took to the lessons immediately. Not that things went perfectly. They didn’t. But we started seeing them do some very sophisticated mathematics.”

TIMSS researcher James Hiebert agreed when he recently viewed videos of

Suggested Citation:"Module 3: Global Perspectives for Local Action Planning." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Jackson’s classrooms. “Perhaps the strongest impression is of students seriously engaging in thinking and reasoning mathematically, a surprising rare phenomenon in American classrooms.”

Paterson staff admit that their lessons began as mimicry, but they don’t think that is necessarily bad. “Of course, real change is not just a matter of simplistically imitating steps,” comments Lynn Liptak. “But it is important to start somewhere, even if it is simplistic, initially.”

What began as mimicry has grown into something much deeper—at the level of changing teachers’ beliefs about teaching and learning mathematics. What’s more, their TIMSS-inspired lessons have given rise to ongoing professional development for the entire staff. For example, eighth-grade teachers meet weekly with the principal to discuss how their lessons are going, to study relevant research, and to “polish the stone.”

In addition, these teachers are part of a school-wide “Math Study Group,” where teachers from grades 1–8 and the principal meet regularly to inquire into teaching and learning mathematics and to examine their own practices and beliefs. In addition to studying the TIMSS findings and videos, they share videos of each other’s classes, analyze the assumptions and beliefs that underlie their own practice, and conduct action research. One action research project involved eighth-grade students analyzing TIMSS Japanese and U.S. geometry lessons and developing lessons for lower-grade students using the steps of the Japanese lesson. In another project, a second-grade teacher divided her students in half and taught one group using a traditional approach and the other using the Japanese style. She concluded that both cognitive and linguistic production were more complex during the Japanese-style lessons.

TIMSS has also inspired school staff to rethink their mathematics curriculum K–8. “Our curriculum is a mile wide and an inch deep. When we look at how students learn and how our beliefs and practice have changed, we had to look at our curriculum. We are moving to fewer topics in more depth,” Liptak explains.

It is no surprise that Paterson School #2 also is looking into Japanese research lessons, a staff development process through which lessons are continually refined and honed through teachers observing each other and sharing insights. They are also tapping many other outside resources, including Columbia University and the Mid-Atlantic Elsenhower Consortium at Research for Better Schools.

“You can’t take the TIMSS information or the Japanese teaching style and just implement it without having conversations about what teaching should look like,” warns Bill Jackson. On the other hand, when study of TIMSS is combined with collaborative inquiry into teaching and learning and strong administrative support, the results can be dramatic. Paterson School #2 is living proof.

(For more information, contact Lynn Liptak, Principal, School #2, 22 Passaic St., Paterson, NJ 07501; Phone: (973) 881–6002; e-mail: lliptak3@aol.com.)

Suggested Citation:"Module 3: Global Perspectives for Local Action Planning." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

FIRST IN THE WORLD CONSORTIUM— BENCHMARKING WITH TIMSS IN A MULTI-DISTRICT PARTNERSHIP

The First in the World Consortium is not shy about its ambitious agenda. As its title reflects, the Consortium’s goal is to work together to achieve National Education Goal #5: “U.S. students will be first in the world in mathematics and science achievement.” An outgrowth of a study group of superintendents from Chicago’s North Shore, the Consortium is a collaboration of 19 school districts, representing 32 elementary schools, 17 middle schools, and 6 high schools in suburban Chicago. By leveraging federal resources and engaging Congressional support, the Consortium has mounted a well-resourced effort to administer TIMSS student achievement tests and teacher and student surveys locally to benchmark its schools’ performance against world-class standards. The results are now being used to create a forum for dialogue with business and government leaders, to inform local decision-making, and to foster instructional improvement and professional growth.

At the heart of the First in the World initiative are teacher learning networks— learning communities comprising teachers from each of the Consortium’s school districts. Seventy-five teachers are now active in four different learning networks: curriculum standards, models of instruction, assessment, and technology. Learning networks are teacher-directed, with their primary purpose being to promote teachers’ own learning about their focus area. Participants meet monthly to study TIMSS and local data, access relevant research and resources, and take what they are learning back to their own schools and classrooms.

Sue Winski, a teacher at the Field Middle School in Northbrook, Illinois, describes her work with the models of instruction network: “We didn’t just look at what was happening in other countries. We got into a full examination of our own practice. For example, in our learning network, we studied the results on homework. The Japanese don’t spend a lot of time on homework, but we do. Then I began to look at the type of homework I was giving. Was it relevant? Challenging? I’ve been keeping a journal about my own homework assignments and how the students react to them.”

Teacher learning networks are supported by the instructional support network, a group of curriculum and instructional directors who provide technical assistance to the networks, and by staff from the North Central Regional Education Laboratory (NCREL). In addition to helping to conceptualize and launch the learning network structure, NCREL and its Midwest Consortium for Mathematics and Science Education have become active participants in the planning and evaluation of Consortium activities.

Clearly, not every group of school districts has the resources of the First in the World Consortium to mount the comprehensive use of TIMSS. Still, the

Suggested Citation:"Module 3: Global Perspectives for Local Action Planning." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Consortium’s work to date provides some valuable lessons: the importance of a common and coherent vision; the value of collaboration with other school districts, universities, research centers, and other partners; the power of data as a vehicle for inquiry and self-reflection; and the importance of building infrastructures, such as learning networks, that sustain teacher growth.

(For more information, contact Paul L.Kimmelman, Superintendent, School District #31, 3131 Techny Rd., Northbrook, IL 60062; Phone (847) 272–6880; e-mail: Pkimmelm@dist31.k12.il.us.)

Suggested Citation:"Module 3: Global Perspectives for Local Action Planning." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

TIMSS SPARKS DISTRICT-BASED CURRICULUM REFORM

Lake Shore Public Schools is a small school district just outside of Detroit—in the heartland of America’s auto industry. But the district’s approach to education is far from parochial. The district’s schools are making changes in their curriculum with the benefit of an international perspective.

In collaboration with research scientists from the University of Michigan’s Center for Human Growth and Development, the district is piloting the “M-Math Program,” an elementary school mathematics curriculum based on East Asian approaches to teaching mathematics. The program features well-defined content in five strands of mathematics (consistent with National Council of Teachers of Mathematics [NCTM] standards) and laid out so that students can learn and master concepts systematically and sequentially. It also emphasizes the use of manipulatives, with an emphasis on student reasoning and discussion. While “M-Math” contains fewer topics than traditional U.S. mathematics curriculums, students are expected to master all the concepts, thereby eliminating repetition from year to year.

“We looked closely at TIMSS and tried to figure out what it said and what it didn’t say,” Lake Shore Superintendent John Brackett explains. “Inquiry learning, introducing students to fewer concepts, and working toward mastery just made good sense to us. We decided to implement the ‘M-Math Program’ because it had those features and was an opportunity to do something better for our students, not because Japan or Singapore scored higher than the U.S.”

Lake Shore administrators were influenced not just by TIMSS but by analysis of their own students’ mathematics achievement and curriculum. Performance on mathematics problem solving was unsatisfactory, and the curriculum was not aligned with state frameworks. “M-Math” is very much in keeping with the state frameworks and has already produced encouraging achievement results. For example, students participating in the first-grade pilot test are achieving 95% or greater mastery on concepts taught.

Lake Shore’s approach to curriculum implementation is to take it slow. The district started with grade one in one building and is gradually phasing in the program in grades 1–5, one grade level at a time. Each cohort of teachers will participate in in-depth professional development, including summer training and follow-up sessions with University of Michigan staff, to enhance their knowledge of mathematics and pedagogy within the context of the curriculum. In addition, teachers will have the opportunity to meet regularly and observe each other’s classrooms.

“We’re not just realigning our curriculum,” Brackett summarizes. “We’re supporting a different way of teaching, a different way of thinking.”

(For more information, contact John R.Brackett, Superintendent, Lake Shore Public Schools, St. Clair Shores, MI; Phone (810) 285–8480; e-mail: jb4mlak@moa.net.)

Suggested Citation:"Module 3: Global Perspectives for Local Action Planning." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

GETTING STARTED WITH ACTION PLANNING: THE ACTION-PLANNING TEAM

As illustrated in the vignettes, local sites can take different actions to use TIMSS to improve mathematics and/or science education. Module 3 provides a process for local school teams to use to plan the actions that are best for them.

There are several things to consider in using Module 3. First, the team or group that will engage in the action planning process needs to be identified. Asking questions about school practices should not be an add-on to existing duties and responsibilities, however. Rather, it should be viewed as helping to further the work and planning of existing efforts. Think about what teams or groups your school or district has in place to make decisions or recommendations about curriculum, professional development, or changes in school programs. Subject area curriculum groups, accreditation teams, or school-based management groups are a good place to start. These types of teams are often charged with reviewing and selecting new curriculum or textbooks, planning professional development programs for teachers, or making decisions about scheduling and teacher time that affect school culture. People and teams with these responsibilities would likely enhance their effectiveness by investigating the questions that TIMSS raises.

THE INQUIRY PROCESS

The following eight-stage Inquiry Process will guide you as you use TIMSS to inquire into the practices in your setting. Use it to guide your action-planning group through each of the stages.

The cycle includes

In the section that follows, each of these stages in the Inquiry Process is described, and examples are given. Part B provides templates of forms that can used during each stage’s activities.

Suggested Citation:"Module 3: Global Perspectives for Local Action Planning." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
Stage 1—Learn about TIMSS

The first step in using TIMSS as a catalyst for reflection and improvement of the teaching and learning of mathematics and science is learning about the TIMSS findings. At this stage, it is important to go beyond TIMSS “sound bites” to begin to understand the study in all of its richness and complexity. TIMSS does not provide us with simple answers to complex problems but, rather, offers us the benefit of an international perspective from which to view our own practice. Before your action teams can think about TIMSS implications for their own work, they need to know what TIMSS says and what it doesn’t say.

Everyone who is involved in the planning team should learn the materials found in Modules 1 and 2A, 2B, and 2C of this guide and read the NRC report referred to in the introduction of this module. Learning about TIMSS can take a variety of forms. You can

  • Organize several sessions for the planning team to work through the information in Modules 1 and 2A, 2B, and 2C to give team members the background they need to use the TIMSS findings to study their own practices;

  • Form a TIMSS study group to delve more deeply into specific aspects of TIMSS, such as the curriculum or instruction findings. Read and discuss Global Perspectives for Local Action and other reports on TIMSS referenced in the “Resources” section of this guide; and

  • View and discuss the TIMSS Videotape Study, which focuses on different questions about instruction and content (refer to the Moderator’s Guide to Eighth-Grade Mathematics Lessons: United States, Japan, and Germany [U.S. DoEd., 1997d] listed in the “Resources” section of this guide).

Consider what other key audiences you need to educate about TIMSS to build support for your improvement efforts, including parents, school board members, and other members of the school community. Offer a Module 1 session to help these key audiences learn more about TIMSS and support your efforts.

Suggested Citation:"Module 3: Global Perspectives for Local Action Planning." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
Stage 2—Consider the Implications of TIMSS for Your Own School or District

As your action-planning team learns more about TIMSS, keep bringing the conversation back to your own school or district. At this stage, your planning team can engage in open-ended exploration about what the TIMSS findings mean for you, reflecting on questions such as

  • How do TIMSS achievement findings compare with our students’ achievement? Do we share some of the same strengths and weaknesses?

  • What are the leverage points for improving student learning in mathematics and science in our school or district?

  • Do any of the curriculum findings raise questions about our curriculum?

  • Do the video study findings make us aware of teaching practices we may not have noticed?

  • How can we strengthen the systems of support in our setting?

The questions embedded in the NRC report offer useful prompts for reflection and dialogue. In addition, Modules 1 and 2 provide opportunities for generating further thinking and discussion about the implications of TIMSS for the work of your team.

Once your action team has explored TIMSS findings and implications for its work, the team may be eager to take action. But the last thing the authors of the NRC report want is for schools or districts to leap to action based on TIMSS without thoughtful analysis and planning. Instead, action teams are urged to make a commitment to more rigorous inquiry into their own practices, using data to target local problems and to guide local action planning.

Suggested Citation:"Module 3: Global Perspectives for Local Action Planning." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
Stage 3—Find a Focus for Inquiry

Once the team has made a commitment to inquire into local mathematics and science practice, the next step is to find a focus. The NRC report emphasizes how interconnected curriculum, instruction, and school support systems are and that they alone are not the only influences on student achievement. Yet, it is impossible to move full throttle ahead in all of these areas at the same time. While keeping in mind the many other factors at play, the team will need to make a decision about where to start. So, where to begin the inquiry?

To guide your team’s decision, consider the following:

  • What student learning data do you already have? What do they tell you about priority needs and problem areas?

  • What improvement efforts in curriculum, instruction, or school support systems are already underway that you can build on?

  • What are areas of high concern among staff, students, parents? What focus is most likely to mobilize support for change?

  • What do you already know about strengths and weaknesses in curriculum, instruction, and school support structures that suggest priorities?

  • What are you most curious about? Excited about?

  • What is manageable right now given your available resources?

Example

Focus

We want to investigate the coherence and focus of our mathematics curriculum.

Suggested Citation:"Module 3: Global Perspectives for Local Action Planning." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
Stage 4—Collect Data

Once the team has chosen a focus, members are ready to start thinking about data collection. TIMSS reinforces the importance of using sound, reliable data to guide decision-making. Data are as useful for local improvement efforts as they are for international comparisons or national policy-making. Thoughtful investigation of local practice has several purposes:

  • To understand better a problem or practice before rushing to “fix it”;

  • To base decisions on quality information rather than on assumptions or speculation;

  • To uncover issues or problem areas that might otherwise have gone unnoticed;

  • To build support for change; and

  • To monitor the results of an improvement effort.

Data can be defined quite broadly. They are not only achievement results but also include teacher and student survey results, curriculum analyses, videotapes of classrooms, and many other potential sources of information. Whether you use data for the purposes of international comparisons or for local improvement, it is important to examine student learning in the context of the many factors that influence it, including curriculum, instruction, and school support systems. Without understanding the interplay of these factors, it is easy for school systems and/or individual schools to fall into the trap of quick fixes and bandwagon solutions that fail to produce results for students.

Using the template sets in Part B of this module, you can investigate each one of the areas highlighted in NRC report: student achievement, curriculum, instruction, and school support systems. For each area, a template set is provided that includes

  • A summary of relevant TIMSS findings;

  • Possible questions for you to investigate;

  • Possible sources of data and tools for collecting them; and

  • Possible actions you can take.

Suggested Citation:"Module 3: Global Perspectives for Local Action Planning." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Following the template set for the team’s area of focus, develop a plan for your data collection as follows:

  • Review the possible questions in your area of focus (see the sample below);

  • Check the questions that you are most interested in investigating;

  • Record your questions and the possible data sources in the first two columns of the Data Collection Plan form included in Part B of this module (see also Columns 1 and 2 of the sample Data Collection Plan below); and

  • Finalize your plans for data collection by determining who is going to do what by when (see also Columns 3 and 4 of the sample Data Collection Plan below.)

Example
Suggested Citation:"Module 3: Global Perspectives for Local Action Planning." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
Stage 5—Analyze the Data

After you have collected data, the next step is to figure out what they tell you. Working with your team to guide your analysis, ask yourselves:

  • What important points seem to emerge?

  • What patterns or trends are we noticing?

  • What seems surprising?

  • What else do we need to know?

  • What conclusions can we draw?

  • What additional evidence do we need to validate our conclusions?

  • How do these results compare with our own standards or goals? With TIMSS results?

  • How can these data inform our decision-making?

Additional resources for interpreting data are listed in the “Resources” section of this guide. Write up the key ideas or results from your preliminary analysis. See the example below.

Example

Data Analysis: Curriculum

Our investigation tells us that

Our curriculum includes 27 topics in eighth-grade mathematics. Many topics, including algebra and geometry, are taught for one or two weeks.

Eighth-grade students perform poorly in mathematics, especially in algebra, geometry, and problem solving.

Tip: Be careful not to jump to conclusions. Initial data analysis often raises more questions than it answers. Be prepared to dig deeper into the questions you have, the data available, and the data still needed before deciding on a course of action.

Suggested Citation:"Module 3: Global Perspectives for Local Action Planning." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
Stage 6—Identify a Problem

Careful data analysis often will lead to clarity about a problem. Improvement teams have found that taking the time to craft a problem statement, such as in the example below, helps them crystallize their conclusions and pave the way for action planning. Clarity about the problem is the first step to finding a solution.

Example

Problem Statement: Curriculum

Describe the problem: Our eighth-grade students perform poorly in mathematics assessments, especially in problem solving, algebra, and geometry.

Who is affected? Our students in eighth grade, especially those who are not taking algebra.

What do you think is causing the problem? What evidence do you have? Our curriculum in grades 5–8 covers too many topics too superficially and does not emphasize problem solving, geometry, or algebra. This is based on our curriculum analysis and our analysis of student work.

What are your goals for improvement? We want our eighth-grade students to improve their performance in algebra, geometry, and mathematics problem solving. We want to bring more focus to our curriculum, emphasizing understanding of algebraic and geometric concepts and multi-step problem solving skills.

Tip: It is important that goals for improvement be S.M.A.R.T.: specific, measurable, attainable, related to student learning, and time-bound.

Suggested Citation:"Module 3: Global Perspectives for Local Action Planning." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
Stage 7—Plan for Action

Planning for action entails deciding on a solution to the problem you have defined and translating that solution into action steps. When deciding on a solution, it is important to cast the net broadly first and to consider a wide range of possibilities. For example,

  • What have other schools or districts in the U.S. done to solve this problem?

  • What does the research literature say about this issue?

  • What can we learn from high-achieving TIMSS countries?

  • What can we imagine as ideal solutions?

The following example lists actions that could be taken to improve curriculum. The template sets in Part B of this module list other possible actions to consider in the other areas of TIMSS—student achievement, instruction, and school support systems.

Suggested Citation:"Module 3: Global Perspectives for Local Action Planning." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
Example

Stage 7—Plan for Action

Goals

Actions

Timeline

Person Responsible

Accountability

What do you want to accomplish?

What actions do you want to take to address the problem?

When will the different actions take place?

Who will be responsible?

How will you know that you have been successful?

Increase student achievement in science by implementing a more focused and connected curriculum.

Draft a K–12 science curriculum framework based on the NSES that shows grade levels at which topics are introduced and when a learner needs mastery.

August-October

Science Curriculum Committee

Draft framework completed and presented to administrators, teachers, and the community for their review. Revised draft, reflecting the standards and stakeholder input, is approved by the School Board (Spring).

 

Review instructional materials currently in use to identify those that support the framework, plus grade levels and topics where new materials are needed.

Summer

Teams of teachers from each grade level

Results presented to Science Curriculum Committee, and plan for selecting new instructional materials approved (Fall).

Once the team has generated a number of possible solutions, members will need to home in on the best one based on the team’s own criteria. Clearly, available resources will need to be considered. Consider other criteria that will enter into the decision.

After you have decided on a solution, the next challenge is to figure out how to implement it. Careful planning, including action goals, steps to reach those goals, clear lines of responsibilities, and deadlines, can help ensure follow-through and eventual success. Also make sure that the team coordinates its plans with other ongoing initiatives, such as textbook selection committees or staff development plans (see the Plan for Action form near the end of Part B, on pg. 438).

Suggested Citation:"Module 3: Global Perspectives for Local Action Planning." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
Stage 8—Monitor Results

One important feature that distinguishes data-driven initiatives from others is the careful monitoring of results. How many times do school districts undertake programs and never stop to find out if they have achieved what was intended? The hallmark of a good action plan is measurable indicators of success. If you set goals that are specific, measurable, attainable, related to student learning, and time-bound (S.M.A.R.T.), monitoring will be easier.

It is important to check the indicators periodically to make sure that you are on the right track or to help you identify roadblocks or new problems to solve along the way. Committing to a monitoring plan is one way to help ensure that this important function does not get lost in the flurry of action. A Plan for Monitoring form is included in Part B of this module (see pg. 439).

Example

Stage 8-Plan for Monitoring*

Goals

Indicators

Data collection (How? When? By whom?)

How will data be analyzed?

How will data be reported and disseminated?

Increase student achievement in algebra, geometry, and problem solving.

Students increase performance on tests and demonstrate more in-depth understanding of mathematics.

Middle grade teachers will submit results of standardized tests and teacher-made tests and assessments designed to measure higher-level problem solving ability.

Improvement team will compare achievement results to prior year data and compile observation and teacher report data.

Prepare a report and presentation for stakeholders:

• Middle grades teachers’ study group

• Parents of middle grade students

• School administrators

 

Students are engaged in problem solving, and algebraic thinking in the classroom.

Improvement team classroom observations

 

Data used to decide next steps on curriculum changes.

*Adapted with permission from Using Data—Getting Results: Collaborative Inquiry for School-Based Mathematics and Science Reform, by Nancy Love (TERC, 1999).

Suggested Citation:"Module 3: Global Perspectives for Local Action Planning." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Part B: Template Sets

This section of Module 3 provides sets of templates for action-planning teams to use to guide their inquiry into the four areas addressed in the TIMSS report. Each set begins on the page number indicated below:

  • Template Set 1: Inquiring into Student Achievement, page 411

  • Template Set 2: Inquiring into Curriculum, page 416

  • Template Set 3: Inquiring into Instruction, page 423

  • Template Set 4: Inquiring into School Support Systems, page 431

Masters for the “Plan for Action” and “Plan for Monitoring” charts, which are referred to in each of the template sets, are on pages 438 and 439.

Suggested Citation:"Module 3: Global Perspectives for Local Action Planning." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 3: Global Perspectives for Local Action Planning." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

TEMPLATE SET 1: INQUIRING INTO STUDENT ACHIEVEMENT

Stage 1—Learn about TIMSS

Summary of U.S. TIMSS Achievement Findings

• The U.S. starts strong but falls further and further behind.

• By high school, the U.S. is at or near the bottom.

• Top U.S. students in Population 1 are above the international average in science but slightly below in mathematics.

• Top U.S. students in Population 2 are above the international average in science but below in mathematics.

(See footnote 5 on page 11 for information about the scores of top U.S. students in Population 3.)

Stage 2—Consider Implications for Your Own School or District

What do these findings mean for us?

What are our school’s or district’s strengths and weaknesses?

How can we improve student learning?

Stage 3—Find a Focus for Inquiry
Suggested Citation:"Module 3: Global Perspectives for Local Action Planning." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
Stage 4—Collect Data

First, consider what questions you want to ask and what data sources you will use. See the possible questions and data sources below. Then develop a plan. See the Data Collection Plan form on pg. 413.

Student Achievement

Possible Questions

Data Sources

How well do our students perform in mathematics and science? What topics or skills do we do well in? Poorly in? How do these coincide with what is emphasized in our curriculum? Are the tests we use or parts of them aligned with our standards?

National Assessment of Educational Progress (NAEP)

National standardized tests (i.e., CTBS, Iowa, SATs…)

State assessments

District or school assessments

Performance assessments—student work

National Science Education Standards,

NCTM Standards

TIMSS sample assessment questions

TIMSS U.S. achievement results

What gaps exist in achievement among racial, gender, or socioeconomic groups? Do some students have less opportunity to learn mathematics and science than others do?

Disaggregated achievement and course enrollment data

How do our results compare with the U.S. TIMSS results? How well do our students do on specific TIMSS items (include the performance items)?

TIMSS released items, TIMSS performance items

What specific improvements in student learning do we hope to achieve?

 

Our questions:

_______________________

_______________________

 

Suggested Citation:"Module 3: Global Perspectives for Local Action Planning." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
Suggested Citation:"Module 3: Global Perspectives for Local Action Planning." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Tips:

  1. Disaggregation is separating data by useful categories. Wherever possible, disaggregate student achievement data by race, gender, socioeconomic status, school, grade, topic, and skill area.

  2. It is important to consider multiple measures in examining student achievement, including single-response, open-ended response, and performance assessments.

  3. Consider administering some of the TIMSS sample items to your students.

Stage 5—Analyze the Data

Data Analysis: Student Achievement

What important points seem to emerge?

What patterns or trends are we noticing?

What seems surprising?

What else do we need to know?

What conclusions can we draw?

What additional evidence do we need to validate our conclusions?

How do these results compare with our school’s or district’s standards or goals? With TIMSS results?

How can these data inform our decision-making?

Suggested Citation:"Module 3: Global Perspectives for Local Action Planning." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
Stage 6—Identify a Problem

Use a Problem Statement form, like the one below.

Problem Statement: Student Achievement

Describe the problem:

Who is affected?

What do you think is causing the problem? What evidence do you have?

What are your goals for improvement?

Stage 7—Plan for Action

See the Actions to Consider, below, and the Plan for Action form on pg. 438.

Actions to Consider for Improving Student Achievement

Inquire into curriculum, teaching, or school support systems to identify key problem areas linked with student achievement and plan for improvement.

Tip: It is important that goals for improvement be S.M.A.R.T.: specific, measurable, attainable, related to student learning, and time-bound.

Stage 8—Monitor Results

See the Plan for Monitoring form on pg. 439.

Suggested Citation:"Module 3: Global Perspectives for Local Action Planning." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

TEMPLATE SET 2: INQUIRING INTO CURRICULUM

Stage 1—Learn about TIMSS

Summary of U.S. TIMSS Curriculum Findings

• Curriculum matters.

• U.S. mathematics and science curricula lack focus and coherence.

Stage 2—Consider Implications for Your Own School or District

What do these findings mean for us?

How focused and coherent is our curriculum?

How much time do students spend learning? Mathematics? Science?

What are our tracking practices? Do all students have the opportunity to learn challenging mathematics and science?

How can we improve the mathematics and science curricula?

Stage 3—Find a Focus for Inquiry
Suggested Citation:"Module 3: Global Perspectives for Local Action Planning." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
Stage 4—Collect Data

First, consider what questions you want to ask and what data sources you want to use. See the possible questions and data sources below. Then develop a plan. See the Data Collection Plan form on pg. 419.

Curriculum

Possible Questions

Data Sources

How well aligned is our curriculum with the appropriate national, state, or local standards? To what extent does it encourage students to study topics in depth?

National Science Education Standards, Benchmarks for Science Literacy, NCTM Standards, state standards, and local standards, if applicable.

How well do our students achieve in a given course or grade level? Are data available similar to the achievement data in Exhibits 5.7– 5.10 in Facing the Consequences?

Facing the Consequences: Using TIMSS for a Closer Look at U.S. Mathematics and Science Education (Schmidt et al., 1999) Local student achievement data

How many mathematics and science topics do we intend to cover each year in our schools? How many do we cover each year in our schools?

Curriculum and teacher survey

How does the number of topics covered compare with averages from the U.S. and other countries?

TIMSS curriculum findings

What connections among topics exist within your curriculum framework? How are those connections made explicit to students from year to year, over the year, from topic to topic, from lesson to lesson, and within a single lesson? Should connections be made more explicit, and, if so, how?

See Designing Mathematics or Science Curriculum Programs: A Guide to Using Mathematics and Science Education Standards (NRC, 1999b)

Suggested Citation:"Module 3: Global Perspectives for Local Action Planning." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

How much time do students spend on mathematics and science in our schools?

Schedule, teacher and student surveys

How does the percentage of students in our secondary schools who take mathematics and science compare with the percentage in other U.S. schools or schools in other countries?

Local data, TIMSS and national data

Do we have different expectations for mathematics and science learning for different groups of students? If so, are they justified? What are they based on? How early in a student’s study of mathematics and science do these expectations appear? What are our tracking practices?

Participation levels in different courses, review of tracking and grouping practices

Are there differences in achievement among students of different genders, races, and ethnicity? Does our district or school show any patterns of performance?

Disaggregate local performance data by gender, race, and ethnicity

Do our students have different levels of achievement on different topics? Is there a pattern across the grade levels for any mathematics or science topic, such as the low achievement in physical science by U.S. students in TIMSS?

Disaggregate data by mathematics and science topic and skill (higher reasoning vs. skills) (See Facing the Consequences, Exhibits 5.1–5.4 [Schmidt et al., 1999])

Our questions:

_______________________

_______________________

_______________________

_______________________

 

Suggested Citation:"Module 3: Global Perspectives for Local Action Planning." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
Suggested Citation:"Module 3: Global Perspectives for Local Action Planning." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
Stage 5—Analyze Data

Data Analysis: Curriculum

What important points seem to emerge?

What patterns or trends are we noticing?

What seems surprising?

What else do we need to know?

What conclusions can we draw?

What additional evidence do we need to validate our conclusions?

How do these results compare with our school’s or district’s standards or goals? With the TIMSS results?

How can these data inform our decision-making?

Suggested Citation:"Module 3: Global Perspectives for Local Action Planning." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
Stage 6—Identify a Problem

Use a Problem Statement form, like the one below.

Problem Statement: Curriculum

Describe the problem:

Who is affected?

What do you think is causing the problem? What evidence do you have?

What are your goals for improvement?

Suggested Citation:"Module 3: Global Perspectives for Local Action Planning." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
Stage 7—Plan for Action

See the Actions to Consider, below, and the Plan for Action form on pg. 438.

Actions to Consider for Improving Curriculum

• Bring faculty and parents together to discuss their expectations for student performance in mathematics and science. Present data on the content of the curriculum and how it connects. Seek to build a shared commitment to high expectations for learning.

• Find ways to point out explicitly to students the connections among curricular ideas by making concrete statements that connect current ideas or activities with those in other parts of the lesson or in previous lessons.

• Develop a K–12 curriculum framework. See the NRC publication, Designing Mathematics or Science Curriculum Programs: A Guide for Using Mathematics and Science Education Standards (NRC, 1999b). Identify when a learner needs mastery and prior knowledge to understand a topic and make sure this mastery is developed earlier in the curriculum. Identify the number of topics and connections between topics in the curriculum. Note when topics are reviewed and make decisions about where review should occur.

Stage 8—Monitor Results

See the Plan for Monitoring form on pg. 439.

Suggested Citation:"Module 3: Global Perspectives for Local Action Planning." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

TEMPLATE SET 3: INQUIRING INTO INSTRUCTION

Stage 1—Learn about TIMSS

Summary of the TIMSS Findings about U.S. Lessons

• They demand less mathematical reasoning.

• They emphasize routine procedures over inventing something new.

• They use more class time for homework than in Japan or Germany.

• They use tests more than other countries.

Stage 2—Consider Implications for Your Own School or District

What do these findings mean for us?

How can our mathematics and science teaching be improved?

Stage 3—Find a Focus for Inquiry
Suggested Citation:"Module 3: Global Perspectives for Local Action Planning." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
Stage 4—Collect Data

First, consider what questions you want to ask and what data sources you will use. See the possible questions and data sources below. Then develop a plan. See the Data Collection Plan form on pg. 427.

Instruction

Possible Questions

Data Sources

To what extent are teachers using instructional practices that are consistent with the NCTM standards for teaching or the

National Science Education Standards for teaching? National Science Education Standards (NRC, 1996) and the NCTM Professional Standards for Teaching Mathematics (NCTM, 1991)

Use survey questions and data from:

• TIMSS Teacher Survey on Pedagogy (Part of the IEA Third International Mathematics and Science Study, Teacher Questionnaire [Science] Section D: Pedagogical Approach)

• National Assessment of Educational Progress questionnaires

• Horizon Research, Inc., “Science and Mathematics Education Studies” [surveys]

To what extent are students doing computation versus multi-step problems?

Classroom observations

Classroom videos

Student surveys

Sample tests, quizzes, homework

To what extent are teachers stating versus developing concepts?

 

To what extent are students using complex reasoning?

 

How much freedom are students given to explore their own solution methods to problems?

 

Suggested Citation:"Module 3: Global Perspectives for Local Action Planning." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

How much time do students spend practicing routines versus solving challenging problems?

Use survey questions and data from:

• TIMSS Teacher Survey on Pedagogy (Part of the IEA Third International Mathematics and Science Study, Teacher Questionnaire [Science] Section D: Pedagogical Approach)

• National Assessment of Educational Progress questionnaires

• Horizon Research, Inc., “Science and Mathematics Education Studies” [surveys

Classroom observation

Classroom videos

Student surveys

Sample tests, quizzes, homework

How much class time is devoted to homework?

How much homework is given?

What kind of homework is given?

To what extent does time spent working on homework during lessons extend students’ understanding?

How frequently do teachers give tests or quizzes?

To what extent do tests or quizzes reinforce a deeper understanding of mathematics or science?

What types of items are included on tests: one right answer; open ended; projects or performances?

To what extent do standardized tests influence what and how we teach?

How are computers, calculators, and other technologies currently being used?

Who makes decisions about curriculum and instruction?

What are the goals of the lessons as reflected in the teaching practices?

Suggested Citation:"Module 3: Global Perspectives for Local Action Planning." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

What beliefs about teaching and learning underlie our instructional practices?

How do teachers view and handle frustration and confusion in the classroom? To what extent do teachers take advantage of students’ confusion to deepen learning?

What are the discrepancies between what we say we believe about teaching and what we do?

What are our “scripts” for teaching mathematics and science?

To what extent are our “scripts” compatible with our goals for improving mathematics and science education?

Our questions:

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

Suggested Citation:"Module 3: Global Perspectives for Local Action Planning." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
Suggested Citation:"Module 3: Global Perspectives for Local Action Planning." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
Stage 5—Analyze Data

Data Analysis: Instruction

What important points seem to emerge?

What patterns or trends are we noticing?

What seems surprising?

What else do we need to know?

What conclusions can we draw?

What additional evidence do we need to validate our conclusions?

How do these results compare with our own school’s or district’s standards or goals? With the TIMSS results?

How can these data inform our decision-making?

Suggested Citation:"Module 3: Global Perspectives for Local Action Planning." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
Stage 6—Identify a Problem

Use a Problem Statement form, like the one below.

Problem Statement: Instruction

Describe the problem:

Who is affected?

What do you think is causing the problem? What evidence do you have?

What are your goals for improvement?

Stage 7—Plan for Action

See the Actions to Consider, below, and the Plan for Action form on pg.438.

Actions to Consider for Improving Instruction

• Create opportunities for teachers to watch and discuss TIMSS and other classroom videos together.

• Create opportunities for teachers to reflect on their practice, such as through case discussion or study groups.

• Give students more opportunity to struggle with problems.

• Increase emphasis on thinking; decrease emphasis on skill acquisition.

• Support teachers in becoming more comfortable with students’ frustration and confusion and in using these as tools for learning.

• Create opportunities to explore beliefs that underlie approaches to teaching and contradictions between espoused beliefs and actual practices.

• Shift the locus of control for decision-making about curriculum and instruction to those with educational expertise.

Suggested Citation:"Module 3: Global Perspectives for Local Action Planning." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
Stage 8—Monitor Results

See the Plan for Monitoring form on pg. 439.

Suggested Citation:"Module 3: Global Perspectives for Local Action Planning." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

TEMPLATE SET 4: INQUIRING INTO SCHOOL SUPPORT SYSTEMS

Stage 1—Learn about TIMSS

Summary of the TIMSS Findings about School Support Systems

• Japanese teachers have more opportunity to discuss teaching with other teachers than U.S. teachers do.

• Time for U.S. teachers to collaborate decreases from 4th to 8th grade.

• Japanese students watch as much TV as U.S. students do.

• U.S. student attitudes toward mathematics and science decline from 4th to 8th grade.

• Teachers in the U.S. engage in more short-term, expert-led workshops.

Stage 2—Consider Implications for Your Own School or District

What do these findings mean for us?

How can we improve professional development in our school or district to support learning?

What are the opportunities for teacher collaboration?

What are parents’ and students’ attitudes toward mathematics and science?

Stage 3—Find a Focus for Inquiry
Suggested Citation:"Module 3: Global Perspectives for Local Action Planning." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
Stage 4—Collect Data

First, consider what questions you want to ask and what data sources you want to use. See the possible questions and data sources below. Then develop a plan. See the Data Collection Plan form on pg. 434.

School Support Systems

Possible Questions

Data Sources

How does the daily schedule encourage or discourage collaboration among teachers? What opportunities are provided during the workday for teachers to engage in professional development and collaboration?

Analyze schedule; interview teachers

What are the trade-offs to providing teachers more collaborative planning time— for example, would the average class size grow or would teachers need to do more of their planning at school?

Analyze projected enrollments and current class size; interview or survey teachers

How are new teachers inducted? Who and what is involved, and to what end? What supports are in place for new teachers? Who provides it and what takes place?

Review district policies and interview principals and new teachers and mentors (if relevant)

To what extent is professional development relevant, focused, and coherent? What are the focal areas, methods and content, and how are they 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? What features support this?

Review professional development plan; interview staff development or curriculum coordinators; and map professional development programs the district has had for the past year

Suggested Citation:"Module 3: Global Perspectives for Local Action Planning." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

To what extent do teachers engage in collaborative learning through teacher-led study groups, examination of student work or videotaped classroom lessons? How could we increase the incidence of such collaboration?

Teacher interviews

What factor promotes community and collegiality among teachers in our school(s)? What inhibits it? What supports autonomy in teachers, and what inhibits it?

Interviews or surveys

How does the physical environment and schedule of our school(s) contribute to the teaching culture? What changes would teachers and other staff like to see in the environment or schedule to increase collegiality?

Interviews or surveys

What do the students in our school(s) believe about their achievement and interest in mathematics and science?

Student and parent survey

Are actions consistent with their beliefs?

Student, parent, and teacher survey

How do beliefs compare with performance?

Survey and achievement data

Our questions:

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

 

Suggested Citation:"Module 3: Global Perspectives for Local Action Planning." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
Suggested Citation:"Module 3: Global Perspectives for Local Action Planning." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
Stage 5—Analyze Data

Data Analysis: School Support Systems

What important points seem to emerge?

What patterns or trends are we noticing?

What seems surprising?

What else do we need to know?

What conclusions can we draw?

What additional evidence do we need to validate our conclusions?

How do these results compare with our school’s or district’s standards or goals? With the TIMSS results?

How can these data inform our decision-making?

Suggested Citation:"Module 3: Global Perspectives for Local Action Planning." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
Stage 6—Identify a Problem

Use a Problem Statement form, like the one below.

Problem Statement: School Support Systems

Describe the problem:

Who is affected?

What do you think is causing the problem? What evidence do you have?

What are your goals for improvement?

Suggested Citation:"Module 3: Global Perspectives for Local Action Planning." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
Stage 7—Plan for Action

See the Actions to Consider, below, and the Plan for Action form on pg. 438.

Actions to Consider for Improving School Support Systems

• Examine the schedule to find more time for teachers. Consider combining classes and having teachers pair for duties (e.g., lunch and recess together) to create more time for them to share ideas.

• Create a common workspace for teachers with comfortable chairs and desks as well as resources to encourage collaboration and for use in planning lessons and meeting informally.

• Establish a culture for sharing expertise, e.g., use faculty meeting and professional development time for teachers to present cases of teaching or lessons and gain input from colleagues.

• Be explicit about the decisions teachers are expected to make and the areas in which they should be autonomous.

• Assign mentors for beginning teachers and release mentor and beginning teachers from some duties to provide time for mentoring.

• Have teachers create individual professional development plans that are tied to learning goals, and recognize milestones when they are reached.

• Keep students interested in mathematics and science by relating them to students’ real lives.

• Encourage all students to take mathematics and science courses every year.

• Engage students in examining contradictions between what they believe (e.g., hard work is needed to do well in mathematics and science) versus what they do (e.g., reject in-depth projects or schoolwork that requires substantial effort).

Stage 8—Monitor Results

See the Plan for Monitoring on pg. 439.

Suggested Citation:"Module 3: Global Perspectives for Local Action Planning." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
Suggested Citation:"Module 3: Global Perspectives for Local Action Planning." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
Suggested Citation:"Module 3: Global Perspectives for Local Action Planning." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
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Suggested Citation:"Module 3: Global Perspectives for Local Action Planning." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 3: Global Perspectives for Local Action Planning." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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The Third International Mathematics and Science Study (TIMSS) is a rich source of information that can be used by a broad range of stakeholders to promote discussions and actions to improve K-12 mathematics and science teaching and learning. To support educators, administrators, parents, and others interested in education in using TIMSS materials, the National Research Council (NRC) has prepared a report, Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education (see "Resources"). This report will help educators, administrators, parents and others interested in education to understand what can be learned from TIMSS findings, and it will encourage them to use the information to make improvements in mathematics and science education. Provided in the report are insights into mathematics and science achievement, curriculum, instruction, and school support systems, such as professional development, in the United States and around the world. To make TIMSS information more accessible and useful to educators and the public, the NRC prepared this professional development guide to accompany its report. This guide provides directions and support materials for leading workshops and planning sessions for teachers, educational administrators, higher education faculty, and the interested public.

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