Relationally-based professional development of teachers to better connect and engage with middle school students
School connectedness and student engagement are not only important predictors of academic success, they also protect young people from engaging in a variety of health-jeopardizing behaviors. The Partnering for Healthy Student Outcomes (PHSO) team at the HYD-PRC has spent the last three years investigating the effectiveness of an evidence-based social emotional learning (SEL) program augmented by an innovative teacher professional development (PD) model that broadens teachers’ capacity to incorporate key aspects of healthy youth development into strategies for connecting with and engaging their students in learning.
Teachers at two middle schools in the Twin Cities serving ethnically and economically diverse student bodies participated in a year-long PD program. PHSO PD coaches, Abi Gadea and Paul Snyder, delivered initial training in the summer on topics such as healthy youth development, student engagement, school connectedness; youth culture, equity, diversity and inclusion; growth mindset; and behavioral and classroom management. Additional booster sessions were provided throughout the school year. Teachers also participated in and received feedback through teacher-team and individual coaching sessions that followed classroom observations. Teachers also connected with PHSO staff to develop and receive guidance on student engagement plans.
Evaluation data for the PD program came from two main sources. First, PHSO evaluation staff, led by senior evaluator Kara Beckman, used the Framework for Teaching classroom observation tool to conduct quantitative observations of each teacher three times during the school year, in order to rate their classroom environment and instructional practices. Second, teachers were required to write a brief (1-5 page) reflection paper as part of their participation in the PD program, to share what they learned during the year-long PD experience and ideas about program impacts on their classroom teaching practice. These papers provided rich qualitative data on teacher impact.
Both data sources demonstrated evidence of positive change. Classroom observations indicated significant increases in teachers’ abilities to manage classroom procedures and engage students in learning from September to March during a school year. Teachers themselves reported that their classroom environments improved and that building stronger relationships within their classrooms led to more engagement in learning and improved classroom environments. They attributed increases in students’ engagement to the use of shorter content segments and “brain breaks” -- quick mental breaks to help students stay focused and pay attention. Teacher reflection papers highlighted the impact of a supportive and nonjudgmental PD coach on teachers’ personal and professional growth. Teachers reflected on how the PD program and their coach helped them to reconnect with their motivations for teaching, gain insight into their students, and build team cohesion.
Barb McMorris, PHSO Principal Investigator, noted that teachers were receptive and responded positively to the PD program. “One-time trainings for teachers are just not effective. Our year-long model of professional development supporting teachers in implementing new strategies and skills, coupled with coaching, results in improved classroom environments and instruction during middle school,” said McMorris. Reflecting on a body of research indicating that these school years are a challenging time when young people can begin to cognitively, emotionally, and behaviorally disengage from school, McMorris notes, “It’s important that we keep students engaged and connected to teachers and learning during their middle school years.”
“I think many of my students were more engaged because they felt that they were part of a community and that I genuinely cared about them.” – Middle School Teacher