Multi-format teacher professional development for implementing the Facing History and Ourselves curriculum¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The program's professional development model combines an intensive Summer Institute, introductory workshops, online courses, and ongoing follow-up support. The report states that 'A Summer Institute provides an intensive five- or six-day seminar focusing on issues related to identity, violence, bigotry, power, and conformity,' in which teachers explore ways to apply the content and approaches to their own teaching. Follow-up classroom support continues during the school year in person, by phone and email, and on the website, supplemented by a lending library, guest speaker lists, videos, and technical assistance.

Design Implications¶

Context¶

Requirements¶

• In the evaluated study, each FHAO teacher had attended the FHAO Institute and had taught the FHAO curriculum for at least three years before the study

Constraints¶

• Professional development carries costs: Summer Institute fees of $650 for commuting and $900 for resident participants, online courses $300, workshops $35-$250

Target Learners¶

• middle and high school teachers

Target Learning Goals¶

• applying Facing History and Ourselves content and approaches to teaching history and ethics

Related Strategies¶

• Design professional development that is intensive, on-site, peer-based, responsive, and grounded in teachers' real classroom experiences
• Redesign workshop structure, content, timing, and location in response to non-participant barriers
• Support curriculum implementation with initial multi-day training plus ongoing onsite consultation during the school year
• Layered implementation support for teachers adopting a new science curriculum: preservice training, follow-up training, and a science coach
• Provide structured multi-phase professional development with ongoing support for intervention teachers
• Provide 70 hours of professional development in three phases: intensive training, practice, and implementation
• Layered professional development for curriculum implementation (webinars, workshops, coaching)
• Multi-format professional learning for curriculum implementation (on-site, virtual, blended, coaching)
• Online asynchronous professional learning series completed in teams across the school year
• Combine summer professional development with school-year on-site coaching and provision of complete instructional materials
• Provide initial training plus multi-year in-classroom coaching when implementing Carnegie Learning Algebra I
• Implement EWIMS through combined in-person and online training with ongoing technical assistance liaisons
• Provide on-site first-year training of 4-5 hours plus building-level ongoing support each year of ST Math implementation
• Implement Reading Edge with two days of initial teacher training plus monthly in-class coaching and peer support structures
• DCPS recommends regular AP teacher participation in the Advanced Placement Summer Institute to promote quality AP instruction

Examples¶

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Key Sources¶

• What Works Clearinghouse. (2006). WWC Intervention Report: Facing History and Ourselves. U.S. Department of Education. www.facinghistory.org. https://ies.ed.gov/ncee/WWC/InterventionReport/169