JOB-EMBEDDED LEARNING IN THE MIDDLE SCHOOL
JOB-EMBEDDED LEARNING IN THE MIDDLE SCHOOL
Brandi Worsham, Ph.D. Assistant Professor of Education [email protected]
WHAT IS JOB-EMBEDDED LEARNING? Key Features and Characteristics Job-embedded learning, or on-the-job learning, is “learning by doing, reflecting on the experiences, and then generating and sharing new insights and learning with oneself and others” (Wood & McQuarrie, 1999, p. 10). Job-embedded learning considers the contextual nature of learning and is grounded in the daily practice of teachers as they actively engage in and reflect on their work through formal and informal activities (Croft, Coggshall, Dolan, Powers, & Killion, 2010; Zepeda, 2011a; Zepeda, 2011b; Zepeda, 2011c). Coggshall, Rasmussen, Colton, Milton, and Jacques (2012), Islas (2010), and Zepeda (2015) agreed that jobembedded learning is characterized by the following:
It follows adult learning principles;
It is ongoing, sustained, and embedded in the work of teachers;
It requires active engagement, collaboration, and collective participation;
It emphasizes data analysis to enhance student learning and achievement;
It is aligned with school improvement goals and academic standards;
It connects learning to teacher practice through application and adaptation of skills.
Job-embedded learning is benefical for enchancing teacher capacity (knowledge and skills) since it “enhances reflection, promotes collegiality, combats isolation, makes learning more relevant to each teacher, increases transfer of newly learned skills, supports the ongoing refinement of practice, and fosters a common lexicon that facilitates dialogue and improvement” (Zepeda, 2011b, pp. 126-127).
JOB-EMBEDDED LEARNING IN MIDDLE SCHOOLS Research Meets Practice Historically, professional learning has focused on redefining the middle school as an organization with emphasis on the understanding of interdisciplinary teaming, flexible scheduling, and exploratory classes; however, curriculum and school accountability have become noteworthy concerns. Regardless of focus, middle school scholars have consistently recommended professional learning that is ongoing, focused on student outcomes, aligned with standards, and embedded in the work of teachers (Hirsh, 2004; Jackson & Davis, 2000; National Middle School Association, 2010; Pate & Thompson, 2003). Thus, job-embedded learning is a natural fit given the beliefs and values of the middle school concept: common planning time, interdisciplinary teaming, etc. Examples of Job-Embedded Learning Experiences that Align with the Middle School Concept Data Team Meetings Lesson Planning/Unit Development Critical Friends Groups® Peer Coaching/Mentoring Observations Digital Learning Modules Professional Learning Communities
Team Meetings Book Studies Lesson Studies Tech-byte Tuesdays Action Research Informal Hallway Meetings/Lunchroom Chats Conferences
STRATEGIES AND TIPS FOR IMPLEMENTATION Ideas for Getting Started Middle schools already implement a lot of job-embedded learning practices, however the theory behind why job-embedded learning works for enhancing teacher capacity is not always understood and/or the learning activities are not implemented with enough structure, fidelity, or opportunities for application. To develop long-term teacher capacity, job-embedded learning experiences must include:
Relevance/Coherence – learning must be important and worthy to the individual, aligned to goals;
Reflection – structured, oral and written, and include group and independent reflection;
Collaboration – consistent, organized, and occur with established collaborative norms and practices;
Application – embedded in practice with ample opportunities to apply new knowledge and skills;
Feedback – oral and written, from a variety of sources, and with opportunties to revise and try again.
To get started, schools should inventory which job-embedded learning practices are already in place and brainstorm ways to improve the learning experience for it’s teachers. Consider: What does your school do well? How could your school improve? Then develop an action plan using the template on the next page. Be sure to seek input from teachers and administrators.
Job-Embedded Learning Action Plan Job-Embedded Experience
What do we do well?
What do we need to improve?
Ideas for Revision and Implementation*
*Remember to focus on improvement and implementation of experiences that are relevant/coherent and experiences that provide opportunities for reflection, collaboration, application, and feedback.
Schools that are ready for a challenge may consider implementing a new job-embedded learning experience. In this instance, schools should survey teachers to find out which learning experiences align with their professional learning needs and wants before developing an implementation action plan.
REFERENCES Coggshall, J. G., Rasmussen, C., Colton, A., Milton, J., & Jacques, C. (2012). Generating teaching effectiveness: The role of job-embedded professional learning in teacher evaluation. Washington, DC: National Comprehensive Center for Teacher Quality. Retrieved from http://www.tqsource.org/publications/GeneratingTeachingEffectiveness.pdf. Croft, A., Coggshall, J. G., Dolan, M., & Powers, E. (2010). Job-embedded professional development: What it is, who is responsible, and how to get it done well. Washington, DC: National Comprehensive Center for Teacher Quality. Retrieved from http://www.tqsource.org/publications/JEPD%20Issue%20Brief.pdf. Hirsh, S. (2004). A new vision for professional learning. In S. C. Thompson (Ed.), Middle level education: Considerations for policymakers (pp. 205-229). Greenwich, CT: Information Age Publishing, Inc. Islas, M. R. (2010). The federal policy landscape: A look at how legislation affects professional development. Journal of Staff Development, 31(6), 10-12.
Jackson, A., & Davis, G. A. (2000). Turning points 2000: Educating adolescents in the 21st Century. New York: Teachers College Press. National Middle School Association. (2010). This we believe: Keys to educating young adolescents. Westerville, Ohio: National Middle School Association. Pate, P. E., & Thompson, K. F. (2003). Effective professional development: What is it? In P.G. Andrews & V. A. Anfara (Eds.), Leaders for a movement: Professional preparation and development of middle level teachers and administrators (pp. 123-143). Greenwich, CT: Information Age Pub. Wood, F. H., & McQuarrie, F., Jr. (1999). On-the-job learning. Journal of Staff Development, 20(3), 10-13. Zepeda, S. J. (2011a). Job-embedded learning: A powerful, practical, and cost-effective form of professional development. Larchmont, NY: Eye on Education. Retrieved from http://eyeoneducation.com/bookstore/client/client_pages/pdfs/Zepeda_Job_Embedded_Learning.pdf. Zepeda, S. J. (2011b). Professional development: What works (2nd ed.). Larchmont, NY: Eye on Education. Zepeda, S. J. (2011c). Instructional supervision, coherence, and job-embedded learning. In T. Townsend & J. MacBeath (Eds.), International Handbook on Leadership for Learning. New York, NY: Springer Publishing Company. Zepeda, S. J, (2015). Job-embedded professional development: Support, collaboration, and learning in schools. New York: Routledge.
U Ce program book.
Handouts Handouts for this session can be found on the AMLE2015 app. Session Evaluation Let me know what you thought of this session. Complete an evaluation electronically on the conference app, or complete the paper evaluation located in the back of the program book. CEU Code Earn Continuing Education Units (CEU) to maintain your teaching certification. The CEU Code for this session is: CG-35.
Brandi Worsham, Ph.D. Assistant Professor of Education [email protected]
WHAT IS JOB-EMBEDDED LEARNING? Key Features and Characteristics Job-embedded learning, or on-the-job learning, is “learning by doing, reflecting on the experiences, and then generating and sharing new insights and learning with oneself and others” (Wood & McQuarrie, 1999, p. 10). Job-embedded learning considers the contextual nature of learning and is grounded in the daily practice of teachers as they actively engage in and reflect on their work through formal and informal activities (Croft, Coggshall, Dolan, Powers, & Killion, 2010; Zepeda, 2011a; Zepeda, 2011b; Zepeda, 2011c). Coggshall, Rasmussen, Colton, Milton, and Jacques (2012), Islas (2010), and Zepeda (2015) agreed that jobembedded learning is characterized by the following:
It follows adult learning principles;
It is ongoing, sustained, and embedded in the work of teachers;
It requires active engagement, collaboration, and collective participation;
It emphasizes data analysis to enhance student learning and achievement;
It is aligned with school improvement goals and academic standards;
It connects learning to teacher practice through application and adaptation of skills.
Job-embedded learning is benefical for enchancing teacher capacity (knowledge and skills) since it “enhances reflection, promotes collegiality, combats isolation, makes learning more relevant to each teacher, increases transfer of newly learned skills, supports the ongoing refinement of practice, and fosters a common lexicon that facilitates dialogue and improvement” (Zepeda, 2011b, pp. 126-127).
JOB-EMBEDDED LEARNING IN MIDDLE SCHOOLS Research Meets Practice Historically, professional learning has focused on redefining the middle school as an organization with emphasis on the understanding of interdisciplinary teaming, flexible scheduling, and exploratory classes; however, curriculum and school accountability have become noteworthy concerns. Regardless of focus, middle school scholars have consistently recommended professional learning that is ongoing, focused on student outcomes, aligned with standards, and embedded in the work of teachers (Hirsh, 2004; Jackson & Davis, 2000; National Middle School Association, 2010; Pate & Thompson, 2003). Thus, job-embedded learning is a natural fit given the beliefs and values of the middle school concept: common planning time, interdisciplinary teaming, etc. Examples of Job-Embedded Learning Experiences that Align with the Middle School Concept Data Team Meetings Lesson Planning/Unit Development Critical Friends Groups® Peer Coaching/Mentoring Observations Digital Learning Modules Professional Learning Communities
Team Meetings Book Studies Lesson Studies Tech-byte Tuesdays Action Research Informal Hallway Meetings/Lunchroom Chats Conferences
STRATEGIES AND TIPS FOR IMPLEMENTATION Ideas for Getting Started Middle schools already implement a lot of job-embedded learning practices, however the theory behind why job-embedded learning works for enhancing teacher capacity is not always understood and/or the learning activities are not implemented with enough structure, fidelity, or opportunities for application. To develop long-term teacher capacity, job-embedded learning experiences must include:
Relevance/Coherence – learning must be important and worthy to the individual, aligned to goals;
Reflection – structured, oral and written, and include group and independent reflection;
Collaboration – consistent, organized, and occur with established collaborative norms and practices;
Application – embedded in practice with ample opportunities to apply new knowledge and skills;
Feedback – oral and written, from a variety of sources, and with opportunties to revise and try again.
To get started, schools should inventory which job-embedded learning practices are already in place and brainstorm ways to improve the learning experience for it’s teachers. Consider: What does your school do well? How could your school improve? Then develop an action plan using the template on the next page. Be sure to seek input from teachers and administrators.
Job-Embedded Learning Action Plan Job-Embedded Experience
What do we do well?
What do we need to improve?
Ideas for Revision and Implementation*
*Remember to focus on improvement and implementation of experiences that are relevant/coherent and experiences that provide opportunities for reflection, collaboration, application, and feedback.
Schools that are ready for a challenge may consider implementing a new job-embedded learning experience. In this instance, schools should survey teachers to find out which learning experiences align with their professional learning needs and wants before developing an implementation action plan.
REFERENCES Coggshall, J. G., Rasmussen, C., Colton, A., Milton, J., & Jacques, C. (2012). Generating teaching effectiveness: The role of job-embedded professional learning in teacher evaluation. Washington, DC: National Comprehensive Center for Teacher Quality. Retrieved from http://www.tqsource.org/publications/GeneratingTeachingEffectiveness.pdf. Croft, A., Coggshall, J. G., Dolan, M., & Powers, E. (2010). Job-embedded professional development: What it is, who is responsible, and how to get it done well. Washington, DC: National Comprehensive Center for Teacher Quality. Retrieved from http://www.tqsource.org/publications/JEPD%20Issue%20Brief.pdf. Hirsh, S. (2004). A new vision for professional learning. In S. C. Thompson (Ed.), Middle level education: Considerations for policymakers (pp. 205-229). Greenwich, CT: Information Age Publishing, Inc. Islas, M. R. (2010). The federal policy landscape: A look at how legislation affects professional development. Journal of Staff Development, 31(6), 10-12.
Jackson, A., & Davis, G. A. (2000). Turning points 2000: Educating adolescents in the 21st Century. New York: Teachers College Press. National Middle School Association. (2010). This we believe: Keys to educating young adolescents. Westerville, Ohio: National Middle School Association. Pate, P. E., & Thompson, K. F. (2003). Effective professional development: What is it? In P.G. Andrews & V. A. Anfara (Eds.), Leaders for a movement: Professional preparation and development of middle level teachers and administrators (pp. 123-143). Greenwich, CT: Information Age Pub. Wood, F. H., & McQuarrie, F., Jr. (1999). On-the-job learning. Journal of Staff Development, 20(3), 10-13. Zepeda, S. J. (2011a). Job-embedded learning: A powerful, practical, and cost-effective form of professional development. Larchmont, NY: Eye on Education. Retrieved from http://eyeoneducation.com/bookstore/client/client_pages/pdfs/Zepeda_Job_Embedded_Learning.pdf. Zepeda, S. J. (2011b). Professional development: What works (2nd ed.). Larchmont, NY: Eye on Education. Zepeda, S. J. (2011c). Instructional supervision, coherence, and job-embedded learning. In T. Townsend & J. MacBeath (Eds.), International Handbook on Leadership for Learning. New York, NY: Springer Publishing Company. Zepeda, S. J, (2015). Job-embedded professional development: Support, collaboration, and learning in schools. New York: Routledge.
U Ce program book.
Handouts Handouts for this session can be found on the AMLE2015 app. Session Evaluation Let me know what you thought of this session. Complete an evaluation electronically on the conference app, or complete the paper evaluation located in the back of the program book. CEU Code Earn Continuing Education Units (CEU) to maintain your teaching certification. The CEU Code for this session is: CG-35.
