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9781071886328

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This is a highly accessible introductory account of why we need curriculum-based professional learning and the changes needed, both structural and normative in educators' practices, in different roles at all levels of school systems, to transform its promise into day-to-day instruction reliably implemented with quality at scale. Much of what we have learned from learning science and the first-hand work of improving schools over the last 30 years is succinctly summarized in the pages of this book. -- Tony Bryk, former President The elements of curriculum-based professional learning encapsulate what school system leaders have long known: successful curriculum implementation and excellent teaching requires an informed, multi-pronged approach. This book weaves together research and real-world evidence in an actionable manner, equipping stakeholders with valuable tools that will have a profound impact on the K-12 education space. -- Mike Magee, former CEO The adoption of high-quality instructional materials is one of the most promising developments of recent years. But even the best curricula don't teach themselves; only when educators have the chance to study materials at depth will this latest reform fulfill its potential. In this critically important book, James B. Short and Stephanie Hirsh offer a detailed guide for making it happen in the real world of schools and classrooms. -- Michael J. Petrilli, President Educators need and deserve high-quality instructional materials. But even the strongest, most educative curriculum is not enough on its own to support teachers and students. Transforming Teaching Through Curriculum-Based Professional Learning, through evidence, examples, and reflection clearly document the key components of curriculum-based professional learning and how to build them. This book is essential reading for all educators, administrators, policymakers and stakeholders. -- Eric Hirsch, Executive Director This volume moves us past thinking of teachers as implementers of curriculum materials to thinking of teachers as learning engineers - professionals who apply their expertise and judgment to high-quality materials to drive learning gains. To demonstrate how we can make this transition, Jim Short and Stephanie Hirsh weave together engaging examples and research-proven, practical advice. This book is a must-have for anyone whose work touches teacher learning and instructional improvement. -- Heather Hill, Hazen-Nicoli Professor in Teacher Learning and Practice This volume is one of the first of its kind to make a clear and compelling case for the connection between high-quality instructional materials and high-quality professional learning centered on those materials. This book can help with transforming the relevance and effectiveness of professional learning communities and reimagining traditional curriculum practices by moving from pacing guides and scripted curriculum to educative curriculum that supports and improves teacher practice. With compelling real-world examples from districts and the smart, eloquent Elements model, this book provides the theoretical framework, strategic direction, and practical guidance for meaningful and sustained improvement in the professional learning process for educators. Very smart connectors, such as the 'Changing Emphases' theme that runs throughout, will keep the reader engaged in seeing the transformational shifts the Short and Hirsh argue are needed. -- Segun Eubanks, Professor of Practice, Director of the Center for Educational Innovation and Improvement At last: A call for professional learning for teachers infused with the deepest respect for the actual work of teaching. Short and Hirsh cut right to the chase, arguing that the most logical and intellectually engaging learning opportunities for teachers engage them individually and collectively in doing the work of the (ideally high-quality) curriculum from which they teach, 'mirroring' and 'modeling' the student curriculum and in the process supporting teachers to unpack and discuss the content, anticipate student thinking, and plan for how they will elicit and respond to diverse student ideas. Any other approach risks loitering on the fringes of the real work teachers do - interpreting demanding content and curriculum to meet the needs of individual students and communities. The 'essentials' are clearly laid out and illustrated with compelling examples from districts, making for an efficient read with a potentially huge payoff for teachers, principals, and district leaders. -- Francesca Forzani, Deputy Director We are teachers at heart, with 22 classroom years between us. Teachers deserve high quality materials accompanied by high quality professional learning, as Transformative Teaching through Curriculum-Based Professional Learning suggests. Educators bring The Elements to life for students, and we are especially convinced that the Core Design Features - Curriculum, Transformative Learning, and Equity - play a critical role. -- Melissa Loftus and Lori Sappington, Podcast Hosts

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James B. Short is a former science teacher who taught high school biology for ten years using research-based instructional materials. He has been involved in education for over thirty years with an ongoing focus on the role of curriculum and professional learning in teacher development. At BSCS Science Learning, he directed a national science curriculum and implementation center and led the development of the National Academy for Curriculum Leadership, working with district leadership teams around the country on the selection, adoption, and implementation of high-quality instructional materials. The three-year academy in curriculum leadership provided tools and processes for analyzing curricula and designing professional learning to support implementation. In Denver Public Schools he led the redesign of the K-12 science program with the adoption and district-wide implementation of new inquiry-based curricula. At the American Museum of Natural History in New York City, he was the founding director of the Gottesman Center for Science Teaching and Learning. He led the Museum's efforts to strengthen science education programs at museums, nonprofit organizations, schools, and systems, including the New York City Department of Education. He oversaw the design and implementation of the Urban Advantage initiative in New York City, a partnership program in nearly half of the City's middle schools, supporting inquiry-based learning and teaching. He was on the faculty of the Museum's Mater of Arts in Teaching Program, a first-of-its kind urban teacher residency program for developing certified Earth Science teachers and taught courses in curriculum and teaching. More recently he taught science education courses in the mid-career doctoral program in Educational Leadership at the University of Pennsylvania Graduate School of Education. James is currently the program director for Leadership and Teaching to Advance Learning in the Education Program at Carnegie Corporation of New York. His work at the foundation focuses on building capacity of teachers, principals, and system leaders to implement college and career-ready standards in language arts and reading, mathematics and science. The portfolio invests in the development of high-quality instructional materials and curriculum-based professional learning for teachers and instructional leaders. Building on the foundation's support for new science standards, the Corporation launched OpenSciEd in 2018 partnering with ten states to improve the supply of and demand for high-quality science instructional materials and curriculum-based professional learning. In 2020, Short co-authored with Stephanie Hirsh, The Elements: Transforming Teaching through Curriculum-Based Professional Learning. James earned a bachelor's degree in biology from Rhodes College, a Master's in science education from Peabody College for Teachers at Vanderbilt University and a doctorate in education with a focus on curriculum and instruction from Teachers College at Columbia University. Stephanie Hirsh is the former executive director of Learning Forward, a position she held for over a decade. Before her appointment as executive director, she served the association as deputy executive director for 18 years. During her tenure she co-authored more than a dozen books; published more than 100 articles; lectured internationally; and consulted with policy and decision makers broadly. She led the publication of the first three editions of Standards for Professional Learning as well as federal and state policies that leveraged them for more than three decades. Her advocacy, writing, and consulting efforts focused on building systems of professional learning that ensured high levels of learning and performance for all educators and students. Prior to her work with Learning Forward she served as a teacher, central office administrator, and three-term school board member, in the Richardson ISD (TX) school system. Today she consults with foundations, organizations, education start-ups, and universities focused on issues of capacity building, equity, curriculum, and professional learning. Recent clients include Carnegie Corporation of New York, Chicago Public Schools, Learning Forward, National Center for Teacher Residencies, Univ of Maryland College of Education, University of Texas College of Education. Selected recent books and reports include: Preparing Day-One Ready Teachers (2021) co-authored with Tabitha Grossman, Becoming a Learning Principal (2020), co-authored with Frederick Brown and Kay Psencik; The Elements: Transforming Teaching through Curriculum-based Professional Learning (2020) coauthored with James B. Short, Becoming a Learning Team (2017), co-authored with Tracy Crow; A School Board Guide to Leading Successful Schools (2013), coauthored with Anne Foster. Stephanie Hirsh serves on advisory boards for Center for Public Research and Leadership at Columbia Law School, Divon Academy, EdCuration, edsUp, Learning Forward, University of Kansas Center for Research on Learning's (KUCRL's) IES funded research grant, University of Texas College of Education, and Dallas-area nonprofits. Stephanie Hirsh has been recognized by the University of North Texas, Texas Association of School Boards, Texas Staff Development Council, Richardson Independent School District, Junior Achievement, and Kappa Delta Pi for her scholarship, volunteerism, and leadership. She earned her Ph.D. and M.Ed. from the University of North Texas and BS from University of Texas at Austin.

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