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Designing Professional Development for Teachers of Science and Mathematics
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Table of Contents

Foreword by Dennis Sparks Acknowledgments About the Authors Introduction What Has Happened Since the First and Second Editions The Enduring Challenges of Professional Development Carrying on Susan Loucks-Horsley's Work Purpose of the Book Changes in the Third Edition The Audience for This Book Organization of the Book How to Use This Book Values Shared by the Authors 1. A Framework for Designing Professional Development Inputs Into the Design Process The Design and Implementation Process 2. Knowledge and Beliefs Supporting Effective Professional Development Learners and Learning Teachers and Teaching The Nature of Science and Mathematics Adult Learning and Professional Development The Change Process 3. Context Factors Influencing Professional Development Students and Their Learning Needs Teachers and Their Learning Needs Curriculum, Instruction, Assessment Practices, and the Learning Environment Organizational Culture and Professional Learning Communities Leadership National, State, and Local Policies Available Resources Families and Communities Resources for Investigating Context 4. Critical Issues to Consider in Designing Professional Development Building Capacity for Sustainability Making Time for Professional Development Developing Leadership Ensuring Equity Building a Professional Learning Culture Garnering Public Support Scaling Up 5. Strategies for Professional Learning Selecting Strategies for a Professional Development Structures A Repertoire of Stratgies for Professional Learning 6. The Design Framework in Action Tapping the Knowledge Bases, Framing Beliefs: "We Stood on the Shoulders of Giants" Knowledge and Beliefs About the Nature of Learning and Teaching Mathematics and Science Equity Matters: "All Humans Are Educable" Knowledge and Beliefs About Teachers Knowledge of Effective Professional Development Knowledge of the Change Process Reflect and Revise: Experience as a Source of Knowledge Making Compromises Context The Professional Development Design Process Design Framework in Action: Cases References Index

About the Author

Susan Loucks-Horsley was the lead author of the first edition of Designing Professional Development for Teachers of Science and Mathematics and directed the professional development research for the National Institute for Science Education on which the book is based. At the time of her passing in 2000, Susan was the associate executive director of Biological Sciences and Curriculum Study (BSCS) and senior research associate for science and mathematics at WestEd. She had previously served as director of pro-fessional development and outreach at the National Research Council's Center for Science, Mathematics, and Engineering Education, where she promoted and monitored standards-based education, especially the National Science Education Standards. Susan was a leading researcher, writer, and professional developer who enjoyed collaborating with others to address education's toughest problems. She was the lead author of sev-eral books, including Continuing to Learn: A Guidebook for Teacher Develop-ment, An Action Guide for School Improvement, and Elementary School Science for the 90s. In addition, she wrote numerous reports on teacher development for the National Center for Improving Science Education, as well as chap-ters and articles on related topics. While at the University of Texas/Austin Research and Development Center for Teacher Education, she worked on the development team of the Concerns-Based Adoption Model (CBAM), a classic framework for understanding and leading change efforts. Katherine E. Stiles is a Senior Program Associate in the STEM Program at WestEd. Katherine is Co-Director of WestEd's National Academy for Science and Mathematics Education Leadership, providing professional development and support for education leaders nationwide. The foci of the Leadership Academy-effective leadership, educational change, professional development and communities of learners, facilitation, and using data and evidence to achieve results-are reflected in the book, (2013). She designs and leads science and mathematics education program evaluation projects at the school, district, state, and national level, focusing on assessing the quality of professional development, and the relationship between teachers' conceptual learning, changes in practice, and student learning. Katherine works with schools and districts to enhance student learning through the development of collaborative inquiry into data among staff as part of her work on the Using Data Project and as co-author of (2008). She was co-director of an NSF-funded project, Building Systems for Quality Teaching and Learning in Science, that resulted in the publication of professional development materials and a simulation board game on science education. The project extended the work of the seminal book on professional development that she co-authored, (2010). Prior to joining WestEd in 1995, Katherine worked at the National Science Resources Center in Washington, D.C., as a science curriculum developer and authored four curriculum units for the program. Susan Mundry is currently deputy director of Learning Innovations at WestEd and the associate director of WestEd's Mathematics, Science, and Technology Program. She directs several national or regional projects focused on improving educational practice and oversees the research and evaluation projects of Learning Innovations. She is codirector of a research study examining the distribution of highly qualified teachers in New York and Maine for the Northeast & Islands Regional Education Laboratory and is the project codirector for the evaluation of the Intel Mathematics Initiative, a professional development program for elementary and middle grades teachers aimed at increasing student outcomes in mathematics. She is also a Principal Investigator for two National Science Foundation projects that are developing products to promote the use of research-based practice in science and mathematics. Since 2000, Mundry has codirected the National Academy for Science and Mathematics Education Leadership, which provides educational leaders with training and technical assistance on professional development design, leading educational change, group facilitation, data analysis and use, and general educational leadership, as well as access to research-based information to improve teaching and learning. Building on this work, she provides technical assistance to several large urban schools districts engaged in enhancing leadership and improving math and science programs. As a senior research associate for the National Institute for Science Education (1997-2000), Mundry conducted research on attributes of effective professional development. She served on the national evaluation team for the study of the Eisenhower Professional Development program led by the American Institutes for Research, where she worked on the development of national survey instruments and the protocols for case studies. From 1982 to 1997, Mundry served in many roles from staff developer to associate director at The NETWORK, Inc., a research and development organization focused on organizational change and dissemination of promising education practice. There, she managed the work of the National Center for Improving Science Education and the Center for Effective Communication, provided technical assistance to schools on issues of equity and desegregation, oversaw national dissemination programs, and co-developed the "Change Game," (Making Change for School Improvement) a simulation game that enhances leaders' ability to lead change efforts in schools and districts. Mundry has written several books, chapters, and articles based on her work. She is coauthor of the best selling book, Designing Effective Professional Development for Teachers of Science and Mathematics (2nd edition), as well as Leading Every Day: 125 Actions for Effective Leadership, which was named a National Staff Development Council Book of the Year in 2003. Her latest book is The Data Coach's Guide to Improving Learning for All Students (2008). Nancy Love is Director of Program Development at Research for Better Teaching in Acton, Massachusetts, where she leads this education-consulting group's research and development. She is the former Director of the Using Data Project, a collaboration between TERC and WestEd, where she led the development of a comprehensive professional development program to improve teaching and learning through effective and collaborative use of school data. This program has produced significant gains in student achievement as well as increased collaboration and data use in schools across the country. Love has authored several books and articles on data use, including A Data Coach's Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry (2008, Corwin Press) and Using Data to Improve the Learning for All: A Collaborative Inquiry Approach (2009, Corwin). She is also well known for her work in professional development both as a presenter and author of articles and books, including Designing Professional Development for Teachers of Science and Mathematics (Second Edition) with Susan Loucks-Horsley, Kathy Stiles, Susan Mundry, and Peter Hewson (2003, Corwin Press). In 2006, she was awarded the prestigious Susan Loucks-Horsley Award from the National Staff Development Council in recognition of her significant national contribution to the field of staff development and to the efficacy of others. Peter W. Hewson is Professor of Science Education at the University of Wisconsin-Madison. He is also the director of a project to develop collabo-rative research in science and mathematics education between South Africa and the United States. He has been a principal investigator on several other federally funded multiyear projects in science education. As Codirector of the Professional Development Project of the National Institute for Science Education, he coauthored the first edition of Designing Professional Develop-ment for Teachers of Science and Mathematics (1998). He teaches in the under-graduate teacher education and graduate science education programs and coordinates a professional development school in Madison. He has been deeply involved in the development of a conceptual change framework and its application to the learning and teaching of science. He has also studied initial teacher education and the continuing professional development of practicing teachers. He has published numerous articles on these and re-lated topics. He received his D.Phil. in theoretical nuclear physics from Oxford University, and he taught physics and science education in South Africa before moving to the United States.

Reviews

"The third edition of Designing Professional Development for Teachers of Science and Mathematics, like the two previous ones, represents the gold standard for resources available to those working in the field of professional development. My staff and I highly recommend this book become a primary resource for designing and continuously improving professional development programs for teachers of science and mathematics. Unlike other resources, this unique and important book provides current research, an updated strategic planning framework, and access to a portfolio of best practices for informing your work." -- Sally Goetz Shuler, Executive Director
"I would highly recommend this book to anyone who is serious about developing and providing relevant and transformative professional development to teachers and school leaders." -- Mathematics Teaching in the Middle School, April 2011
"In the 21st century when STEM education has become vital for our students and our nation and the importance of quality professional development has increased at least tenfold, this seminal work should be required reading for every education leader. It is both practical and scholarly in guiding a school toward a culture of continuous learning and improvement." -- Harold Pratt, President, Science Curriculum Inc.
"Drawing upon both research and the wisdom of practice, this book makes accessible our current understanding of best practices in professional development design. The book notes the importance of professional development modeling the kinds of instruction teachers are expected to use, so it was gratifying to see the extent to which the third edition itself 'walks the talk' by making the authors' beliefs explicit and transparent." -- Iris R. Weiss, President
"Great guidance from some of the best thinkers in the field, with lots of easy-to-grasp examples you can wrap your mind around. This is the `go-to' book for anyone supporting math and science teachers in the improvement of their practice toward better learning for all students." -- Cathy Seeley, Past President, National Council of Teachers of Mathematics
"Once again, this edition will help shape and guide professional development across this nation. The updated research and resources help those of us in the field design for better teacher learning with greater results on student achievement." -- Kathy DiRanna, K-12 Alliance Statewide Director

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