Measuring the Effects of a School-based, Data-driven Professional Learning Model for Raising Secondary Mathematics Aachievement

俄勒冈州RMC研究公司的制定课程专业发展模型调查（SECPDM）项目正在设计和实施一种专业发展模型，该模型使用制定课程调查（SEC）的数据来改善数学教学高中水平。参与专业发展的教师在学校一级共同努力，学习如何使用通过SEC收集的数据，使他们的课程与州和地区标准保持一致。教师在学校的专业发展社区工作，以更好地了解课程材料和评估中嵌入的内容，并能够使用这种理解来改善他们的日常教学。SEC收集K-12数学，科学和英语语言艺术教师的课程内容和教学实践数据。 使用这些数据，人们可以确定特定学校的教学与国家标准或评估之间的一致性。 利用SEC数据改进学校的努力受到两个主要制约因素的阻碍：（1）调查时间长，不容易完成;（2）调查结果提供了年终总结，教师无法及时调整当年的教学。SECPDM项目正在设计一个教师日志系统，教师可以更频繁地输入简要报告，并在全年中获得有用的反馈。该项目还在设计和开展专业发展，帮助教师学会使用数据和反馈，使他们的教学符合国家标准，并帮助教师在学校内建立专业发展社区。这个项目包括俄亥俄州、纽约和俄勒冈州的教师。该项目正在进行一项准实验性研究，以检验以下假设：如果有足够数量的数学教师合作实施专业发展计划，那么（1）数学课程将更好地表达并与国家标准和评估保持一致，（2）教师将改善他们的教学实践，（3）学生的数学成绩会有所提高。SECPDM项目有可能改善制定课程调查的使用，使教师更容易输入数据，调查数据更有用。通过试行这种专业发展模式并分析他们的研究结果，该项目正在朝着改善高中数学课程的一致性迈出重要一步，帮助教师使用SEC数据为教学提供信息，并提高学生的数学成绩。

The Surveys of Enacted Curriculum Professional Development Model (SECPDM) project, at RMC Research Corporation in Oregon, is designing and implementing a professional development model that uses data from the Surveys of Enacted Curriculum (SEC) to improve mathematics instruction at the high school level. Teachers participating in the professional development work together at the school level to learn how to use the data gathered through the SEC to align their curriculum with state and district standards. The teachers work in professional development communities within schools to better understand the content embedded in curriculum materials and assessments, and to be able to use that understanding to improve their daily instruction.The SEC collects data from K-12 teachers of mathematics, science, and English language arts on course content and instructional practices. Using this data, one can determine the alignment between instruction in a specific school and state standards or assessments. Efforts to use the SEC data for school improvement have been hampered by two key constraints: (1) The survey is lengthy and not easy to complete and (2) The results provide a year-end summary that does not reach teachers in time to adjust instruction for the current year. The SECPDM project is designing a teacher log system in which teachers enter brief reports more frequently and get useful feedback throughout the year. The project is also designing and conducting professional development that will help teachers learn to use the data and feedback to align their instruction with state standards, and it is helping teachers build professional development communities within their schools. This project includes teachers in Ohio, New York, and Oregon. The project is conducting a quasi-experimental research study to test the hypothesis that if a critical mass of mathematics teachers collaboratively implements the professional development plan, then (1) the mathematics courses will be better articulated and aligned with state standards and assessments, (2) teachers will improve their instructional practices, and (3) student achievement in mathematics will increase.The SECPDM project has the potential to improve the use of the Survey of Enacted Curriculum (SEC) by making the data entry process easier for teachers and the survey data more useful. By piloting this model of professional development and analyzing their findings, the project is making a significant step towards improving the alignment of the mathematics curriculum in high schools, helping teachers use the SEC data to inform instruction, and improving student achievement in mathematics.