posted by:
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Ruth Von Blum
on May 26, 2000
at 4:13PM
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subject:
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Introduction and critical points
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Hi. I'm sorry to join you so late. I'm Ruth Von Blum, lead evaluator for SUMS, a K-8 math LSC in Santa Ana, CA. I was intrigued by the notion of using case studies in professional development because we are in the second year of conducting two case studies in Santa Ana. The points raised so far in the discussion are excellent for those designing professional development programs, to help them analyze the complexity involved in such enterprises.
In response to Brian's question about "critical points," it seems to me that many of the problems facing this project (inadequately prepared teachers and professional developers, busy principals, recalcitrant superentendants, etc.) are common and could/should have been anticipated as the project was being conceptualized. No professional development exists in a vacuum. All are embedded in real-world environments facing real-world problems. As much as possible, these need to be laid out and analyzed early in project design. For example, the problem of ineffective (or in this case, almost counter-effective) professional development leaders can be helped by pre-selecting individuals with some experience in this area and conducting extensive training of these people, followed by ongoing coaching and observation. Such observation is one of the jobs of the project evaluator, to constantly keep the project apraised of what is working and what is not and to suggest improvements.
Our experience also suggests that another critical point is the principal. Mr. Mann's concerns, especially about increasing test scores, could torpedo the project's effectiveness. Of course, he's busy (as are all principals). But his buy-in and leadership represent a very critical point if any school-wide change is to occur. Our project has tried to bring principals "on-board" by obtaining their commitment in writing, conducting frequent "principals' meetings," requiring that all principals attend at least some of the professional development sessions, and even making them responsible for doing certain "articulation assignments." Even with all this, the commitment from principals is uneven. Moreover, as I observed in one case study school, a principal very dedicated to the project and math reform can be replaced in a flash by another whose priorities lie elsewhere. Nonetheless, it's critical to reach principals and get them to understand what all of this reform business is all about (while truly acknowledging their real problems and pressures). Maybe a "case study approach" to getting them involved might be a good way to start!
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