July 2004 — SETDA
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South Dakota: Linking Data Collection & Professional Learning at the Britton-Hecla SD
The three selected teachers represented different grade levels and different academic content areas. In addition, the district LOFTI project site coordinator was chosen to be trained in the interview and artifact review and scoring processes. At the completion of her training, Richter then became part of the statewide pool of educators who conducted interviews with teachers in other districts and reviewed lesson plans and student artifacts submitted by these teachers.How were the interview and artifact collection results used? Based on the ISTE Teacher Performance Standards, the interview questions could serve as an intervention with teachers by facilitating their thinking about specific components of technology integrated lessons or units and student products resulting from these lessons. This process represents a form of data-based professional learning for individual teachers. Since a cohort of three district teachers were interviewed in the Britton-Hecla district, they had an opportunity to share their learning with one another. The interview questions and results, feedback from reviewers, and revisions they made to their lessons are all important aspects of using the data. The formation of a three-member cohort exemplifies a potential delivery system for building the capacity of other district teachers. The ILTP study rubric, which is based on ISTE Standards I through V and designed to serve as a basis for judging teachers' achievement of the 23 performance indicators, provides a tool for districts to continue to use after the project ends.
The scoring process itself proved invaluable for the reviewers. In Richter's words, 'The scoring process helped me clarify what 'good' technology integration looks like. And, as a result, our district LOFTI team made improvements in the criteria we were using for minigrants in our district.' Also, because the 15 reviewers were drawn from districts throughout South Dakota, the reviewer training process resulted in the placement of experienced reviewers in regional locations across the state. Richter returned to her district equipped to work with teachers to strengthen teaching and learning experiences for students.
Both the engagement of the Britton-Hecla site coordinator in the process and the results of this portion of the study influenced the district decision to continue their summer minigrant program in which teachers designed technology integrated lessons. The criteria for elements of lesson design and the quality requirements for products resulting from this activity were improved because of the findings of the report. Teachers learned to design lessons containing more learner-centered strategies, multiple methods for assessing student learning, and increased consideration for research-based instructional strategies, including the use of technology.
One example of a unit developed by Britton-Hecla teachers, titled 'Forces of Nature,' can be accessed at http://vh018.k12.sd.us/new_page_1.htm and http://lg019.k12.sd.us/forces_of_nature.htm.
Richter's testimony highlights the professional value of this experience.
