January 22, ECNUAS whole school PD
I have been working or working with teachers in the area of curriculum development of ECNUAS since I joined the school. Owing to many leaders and teachers’ great efforts, a few ideas were put into tangible practice or began taking shape in year of 2020, including:
• Class of Rose program-PS, MS; Led by me, collaborated by a group of teachers in both divisions.
• Global Education program-PS; Led by PS principal Carol Xu.
• Bilingual Science program-PS; Led by Jamila Li in the PS.
• Biology experiments curriculum-MS; Led by Erin Cao in the MS.
• Pre-IBDP Chinese curriculum-HS; Led by Olivia Luo in HS.
• Pre-TOK program-HS; Led by Arnold Levkin in HS.
• Transitioning projects between lower and higher HS grades-HS; Led by Maggie Wang and joined by a group of teachers in HS.
• House system as part of pastoral curriculum-KG, PS, MS, HS; Led by me and collaborated by principals and Heads of houses in four division.
• Performance Enhancement Program as part of pastoral curriculum-HS. Led by Brad Jurica in HS.
A few new projects are in the pipeline and will take their shape and find their places in the school curriculum in the next a few years, including:
ECNUAS K-12 STEAM curriculum, this will include SAE AWIM STEAM projects. Will be led by Dr. Bob Shen in HS and collaborated by a few STEAM leaders from divisions.
Student career planning curriculum. Will be led by the two university counsellors, Rebecca Wang and Chao Xu. Later will be joined by teachers in all divisions.
While we will keep working on these curricular projects, equal attention should be given to teachers’ learning and growth as all these curriculum components need high quality teaching to make them effective. In the end, it is the teachers who carry out the curriculum, plan lessons, and face students day in and day out in classrooms. Students’ learning and achievement rely on those daily interactions between teachers and students. Therefore, it is not doubt that the school administration’s main responsibility must be supporting teaching and support teacher professional learning.
I will focus on teacher professional learning today.
Please allow me to begin with an explanation about teacher knowledge and skills. What should a professional teacher know and able to do?
Teacher knowledge and skills
As professional teachers, we have certain knowledge and skills that other professions do not necessarily have. Research has looked into this question and given some insights with which teachers can examine and develop their own knowledge and skills.
The most influential teacher knowledge framework was provided by Lee Shulman (1986, 1987). He enlists the following category of knowledge that teachers should know.
(1) knowledge of educational contexts (characteristics of students, the culture within and outside the school, relevant educational policies)
(2) knowledge of the purposes of education (the goals of schooling in the country, the educational goals of the school; the development goals of families)
(3) curriculum knowledge (the curriculum structure, the curricular aims, linkages among curricular components)
(4) content knowledge (knowledge of subject matter);
(5) general pedagogical knowledge (general teaching strategies that are applicable in most subjects)
(6) pedagogical content knowledge
I want to spend a few more minutes on the last one, pedagogical content knowledge, in short PCK.
Slide 4
pedagogical content knowledge, encompasses,
-teachers’ interpretation of subject matter in facilitating student learning,
-teachers’ knowledge about students’ conceptions of the subject,
-teachers’ knowledge about the learning and teaching implications associated with the specific subject matter
PCK is the most important concept that Shulman created. He believes that it is PCK that brings teachers’ content knowledge and general pedagogical knowledge together in the context of teaching a certain subject with the presence of students. Therefore, PCK is only developed through teaching practice, is only learned by doing. Probably, PCK is one of the main differences that you can observe between one novice teacher and one senior teacher.
For example, let us take a look at
Some common teaching strategies that I observed in our school:
• Station rotation: gets your students out of their seats and moving between different learning activities—KG. (e.g.reading books, drawing, constructing models)
• Group work: students work in groups to talk, create, collaborate, and present—All divisions.
• Graphic organizer: use charts, mind maps, tables to help students learn, summarize and consolidate learning—HS. (e.g. a mathematical concept map about functions)
• Teacher modelling: teacher shows how to solve, experiment, create, present—All divisions. (e.g. chemistry experiment, how magnesium burns in air)
• Questioning: teacher asks high quality, open-ended questions to check understanding, drive discussions, or motivate learning—All divisions.
• Inquiry based learning: student-centered learning to support knowledge construction —All divisions. (e.g. structured inquiry activity to analyze a novel in English literature)
• Direct instruction: teachers lecture—PS, MS, HS.
• Project based learning: learning driven by certain projects or themes—All divisions. (e.g. an interdisciplinary project on time and space, combining math and visual arts.)
• Gamification: present the learning activity as a game to motivate students—All divisions. (e.g. a video game to help students understand the travel of electrons.)
Now, let us imagine two teachers, one is novice while the other is experienced.
Both have learned many of the above teaching strategies from workshops, both have the same level of content knowledge in the subject. The new teacher, with limited PCK, would like to try everything until he learned that some strategies might not work for him or his students or certain types of lessons or certain topics. Whereas, an experienced teacher could more likely tell usefulness or ineffectiveness of a certain teaching strategy. The difference of knowledge between the two teachers is pedagogical content knowledge.
Therefore, new teachers should learn from experienced teachers while they practice and learn by on their owns.
How to learn to improve PCK?
I think learning theories have uncovered some ways for teachers to develop PCK.
-experiential learning theories, Kolb (1984)—experience (do), reflection (review), conceptualization (learn), experiment (apply)
-learn from a more competent other (sociocultural theory of cognitive development, Vygotsky (1986)—modelling, mentoring, facilitating,
-learn from observation (social cognitive theory, Bandura (1986))--attention, retention, reproduction, and motivation.)
These learning theories can be applied to the learning of PCK. As,
-It is learned from practice and experience,
-it is contextualized in your classrooms,
-it is related to your students’ characteristics,
-actually it must be associated with everything in the context of your teaching, in addition to your content knowledge and general pedagogical knowledge.
Now supposedly you have mastered all the above teacher knowledge and skills, including PCK. Are you all set for teaching in the 21st century? The answer is probably no.
Do you still need to learn as you practice? The answer must be a yes.
It seems now we teachers are facing a much more complex classroom than ever. Teachers are no longer as simple as传道授业解惑--“propagate doctrine, impart knowledge, resolve doubts” (韩愈，AD. 768-824). Teachers are now “facilitators”, “collaborators”, “co-learners”, “helpers”, “learning buddies” “supervisors”, but just not “teachers” any more.
Education has been certainly changing. We learned more and more new perspectives and new approaches to teaching and learning, as a result of the changing world, new learning theories, our new understanding of our learning brain.
There are so many new strategies that we need to know and learn.
For example, terms such as,
Student-centered approaches to teaching
Inquiry-based learning
Concept-driven curriculum
Collaborative learning
Experiential learning
Interdisciplinary learning
Assessment for learning
High order thinking skills
Differentiation
Universal design of learning
Blended learning
Permeate in education.
If you don’t understand these terms, it can hardly say you are a teacher of the 21st century.
To add to this complexity of teaching and learning, we now also have technology, which is fasting mutating, much fast than the speed we human can learn! More horrible thing about technology is that it is everywhere and can be used at any time. Now we are into the third decade of the 21st century. If other things still have not changed education drastically, technology will probably do the job. Actually, we already experienced its impact in the year of 2020 during the pandemic lockdown. Without technology, millions of teachers would lose their jobs and millions of children would have no classes from months.
Upon the concept of PCK, scholars developed a theory of technological pedagogical content knowledge (TPACK) (Mishra & Koehler, 2006).
Image from https://tpack.org
Beside PCK, this framework also defines TPK and TCK. The integration of all three is TPACK.
This TPACK framework provides an explanation about how content knowledge and pedagogical knowledge form a foundation for the implementation of educational technology.
I just depicted a demanding picture for you. A professional teacher needs a range of knowledge and skills, and he or she needs to keep learning. I hope I didn’t scare some of you out of the profession. Believe me, teaching is a profession in which the longer you stay the more valuable you as teacher become. The condition is that you keep learning and growing.
Professional learning is so important to teachers themselves and to students’ achievement. I think of the following points about the importance of teacher learning both based on research and my experience.
Importance of teacher learning and development
-students spend most time with teachers in school
-context of teaching is changing constantly (changing students, changing content knowledge, changing curriculum, changing world, improving understanding about learning, improving understanding about ourselves)
-teacher learning for student achievement
-teacher (collective) efficacy and student achievement
-education is people influencing people, one inference of the statement is that good teacher would influence good students, and better teachers would influence better students, therefore we encourage teachers’ to learn and improve.
-not a single factor or a single teacher enhance student learning (education is a complex system where cause and effect can hardly been delineated!)
Now you might be think how I would learn faster and more as a teacher. Well, first of all, you should have a growth mindset (Carol Dweck, 2007). You believe you can improve as a result of learning. Then you will see learning opportunities open to you.
Common ways of teacher development
-External training opportunities (IB workshop, IPC workshop, conferences, etc)
-Internal training opportunities (internal workshops, guest speakers, etc.)
-teacher research (school based, external funding, etc.)
-self-study (reading books and journals, reflecting and writing, etc.)
-learn by doing and reflecting
-learn from senior teachers
-Professional communities in and outside school (SGL, collaborative planning sessions, assessment data analysis sessions, etc.)
How does ECNUAS support teacher professional learning in the year of 2020?
-Conferences (6 person/time)
-IBDP workshops (14)
-IGCSE workshops (1)
-Counsellor training workshop (1)
-IBPYP workshops (12)
-IPC workshops (
-IMYC workshops (3)
-MS teachers participated in district provided trainings (+40 person/time)
-Cambridge PDQ program (Oct 2020-March 2021, 8 trainees, 4 mentors)
-School based teacher research studies (3rd round completion)
-School based teacher research studies (4th round commence)
-Guest lecturers (Student Career Development-HS, Lu Xun-whole school, Arts integration-HS; 语文课堂效能-PS；数学课堂教学-PS; 家书文化-MS; 慧玩数-KG，Jolly Phonics-KG; Assessment workshop-KG; )
-The whole school as professional learning community---SGL conference (June, 2020); Red Beech Cup (Dec, 2020), ECNUAS Reads (June – August 2020)
-Division as professional learning communities--A range of PD sessions in Divisions (TOK, UDL, Differentiation, Technology, Arts integration, data analysis sessions after mid-term/final, International mindedness, ATLs)
-Subject Groups and Lesson Study Groups as professional learning communities
-Professional learning communities for new program development (Class of Rose, Red Beech Writing Lab, ECNUAS STEAM Curriculum Development, Student Career Development Curriculum Development)
It is worth speaking more about within-school professional learning communities.
I give three examples here.
Chinese SGL in PS. The SG is led by Ms. Weijia Li. Through mentoring and modelling, this group of teachers are increasing their collective efficacy, creating a variety of learning opportunities for students, and improving students’ learning and achievement. Weijia observed all 21 teachers’ classes and gave feedback to each teacher. She also provides modeling teaching for novice teachers. Assessment is one area this group collaboratively worked on specifically. Standards of formative assessments such as homework assignments were discussed in the group, the quality and alignment of summative assessment papers were also discussed and improved. For student learning, the group decided to add non-continous text to students’ reading genre, in addition to traditional reading materials, and created a well-received drama festival based on students’ literature study. The work of PS Chinese SGL provides a role model for other SGLs in ECNUAS.
There are two groups of teachers working on the Classes of Rose curriculum, one group in PS, the other in MS. The two groups don’t meet each other, but each works towards the same goal, that is a successful Class of Rose curriculum. Besides normal teaching practices, there are collaboration around interdisciplinary IPC or IMYC units involving a number of subjects, collaboration between English and Chinese math teachers, and collaboration between expat and local English teachers. Their work is important to our school’s bilingual curriculum development, their collaboration is even more important because the teaching in the new program requires this new mode of practice.
HS is the highest division in ECNUAS. Working with teenagers at this stage is not easy. We have a group of lovely, patient, and capable HS homeroom teachers, working very hard to provide guidance to students and parents. They act as the primary bridge between families and the school. They are the closest people to these sometimes-problematic teenagers. This group of homeroom teachers meets every week, talking about issues in each class, parents’ concerns, and methods of students’ guidance. They seek advice and support for the school administration, they provide insights to each other, and they grow as together as educators. Their work and professional growth consist of a very important piece of ECNUAS’ pastoral curriculum as well as the new student career planning curriculum.
The school has been thinking about areas of improvement in terms of teacher development and evaluation. These are the areas of consideration. I would like to give you some heads-up.
• Review ECNUAS teacher professional standards 《华师双语教师专业标准》
• Create ECNUAS teacher practice indicators 《华师双语教师实践规范》
• Upgrade ECNUAS teacher appraisal strategy and system 教师评价策略和系统
• Use technology to facilitate teacher learning and to assist teacher evaluation
I have been reading international teacher professional standards, for instance, this one from Canada.
Teacher professional standards, OCT
To elaborate the diagram above,
THE STANDARDS OF PRACTICE FOR THE TEACHING PROFESSION ARE:
Commitment to Students and Student Learning
Members are dedicated in their care and commitment to students. They treat students equitably and with respect and are sensitive to factors that influence individual student learning. Members facilitate the development of students as contributing citizens of Canadian society.
Professional Knowledge
Members strive to be current in their professional knowledge and recognize its relationship to practice. They understand and reflect on student development, learning theory, pedagogy, curriculum, ethics, educational research and related policies and legislation to inform professional judgment in practice.
Professional Practice
Members apply professional knowledge and experience to promote student learning. They use appropriate pedagogy, assessment and evaluation, resources and technology in planning for and responding to the needs of individual students and learning communities. Members refine their professional practice through ongoing inquiry, dialogue and reflection.
Leadership in Learning Communities
Members promote and participate in the creation of collaborative, safe and supportive learning communities. They recognize their shared responsibilities and their leadership roles in order to facilitate student success. Members maintain and uphold the principles of the ethical standards in these learning communities.
Ongoing Professional Learning
Members recognize that a commitment to ongoing professional learning is integral to effective practice and to student learning. Professional practice and self-directed learning are informed by experience, research, collaboration and knowledge.
I also have been reading Chinese teachers’ professional standards. These standards contains three dimensions, including professional ethics and values, teacher knowledge, and professional practice. In each dimension, there are 4-5 domains. I focused on the middle one, which is teacher knowledge today.
Professional ethics and values
Professional perceptions and understanding
Attitudes and behaviors towards students
Attitudes and behaviors of education and teaching
Self-cultivation and behaviors
Professional Knowledge,
Knowledge about students’ development
Content knowledge
Pedagogical content knowledge
General knowledge
Professional Practice,
Teaching design and lesson plan
Implementation of curriculum
Class management and organization of learning activities
Student Assessment and evaluation
Communication and cooperation
Self-reflection and development
ECNUAS has its teacher professional standards established when the school started. These standards define four stages of teachers, including novice teacher, proficient teacher, highly accomplished teachers, and leader teachers.
I don’t have time to explain these today. Later you can ask for relevant documents and take a look at these definitions.
Next step, we will create ECNUAS teacher practice indicators, informed by Chinese teachers’ professional standards. These indicators will include 3 dimensions: Professional Ethics and values, Professional Knowledge, and Professional Practice. This document will outline about 61 practice indicators, to which you can refer to when you practice and develop as a professional teacher at ECNUAS.
These indicators will certainly not a copy of any existing standards, internationally or locally, as our ECNUAS education has its own features. So, we have to think what makes our ECNUAS teacher different than those in other schools?
Language abilities
Technology
Interdisciplinary learning
Differentiation
Knowledge about curricular continuum
…
Your thoughts?
I believe you will have your own thoughts about a good teacher, a good ECNUAS teacher. And I trust you will live up to these standards.
I hope my today’s session has brought you some useful information about teacher learning in general and about ECNUAS teacher development in particular.
As teachers, we have responsibilities to make ourselves better while helping our students become better.
Thank you!
References
Wu, N. (2014). The Implementation of the National Professional Standard for K-12 Teachers, 2012 (NPST) at Regional and Local Level in China: A Case Study of Regional Teacher Professional Development Standards Implementation in Qingyang District, Chengdu, China. Higher Education of Social Science, 7(3), 88-98. Available from: URL: http://www.cscanada.net/index.php/hess/article/view/5759 DOI: http://dx.doi.org/10.3968/5759
Vygotsky, L. S. (1986). Thought and language (translated and edited by Alex Kozulin). Cambridge (Massachusetts): The M.I.T. Press.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development (Vol. 1). Englewood Cliffs, NJ: Prentice-Hall.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teachers’ knowledge. Teachers College Record, 108 (6), 1017–1054
Kurt, S. "TPACK: Technological Pedagogical Content Knowledge Framework," in Educational Technology, May 12, 2018. Retrieved from https://educationaltechnology.net/technological-pedagogical-content-knowledge-tpack-framework/
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