Transcript 1-Qualities of Effective Teachers

Qualities of Effective Teachers
Teacher Effectiveness
Student Achievement
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Opening Questions
1. Why are effective teachers so
important?
2. What is an effective teacher?
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Why are effective
teachers so important?
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What factor had the largest effect
on student achievement?
Mixed Ability
Grouping?
Class Size?
Prior
Achievement?
The Teacher?
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What factor had the largest effect
on student achievement?
Mixed Ability
Grouping?
4
Class Size?
3
Prior
Achievement?
2
The Teacher?
1
Wright, Horn, & Sanders, http://www.sas.com/govedu/edu/ed_eval.pdf (1997)
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Influences on Student Achievement:
Explained Variance
Teachers
30%
Home
5-10%
School
5-10%
Peers
5-10%
Students
50%
Hattie, http://acer.edu.au/documents (2003)
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One-year Impact of
Effective vs.
Less Effective Teachers
ue
dicted ValScore
ading PreReading
Re
Predicted
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5th Grade Reading:
Predicted vs. Actual
280
Over-predicted:
The prediction was
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16 points higher
than
actual.
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270
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This student scored
exactly as predicted.
260
Under-predicted: The prediction
was 20 points lower than actual.
250
240
240
250
260
270
280
Actual
Reading
Actua
l Re aScore
di ng
The majority of predictions are very accurate.
Stronge, Ward, & Grant, Journal of Teacher Education (2011)
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Teacher Achievement Indices: Reading
30
20
10
Higher than
predicted growth
Lower than
predicted growth
0
20.00
30.00
40.00
50.00
60.00
70.00
Reading TAI
Stronge, Ward, & Grant, Journal of Teacher Education (2011)
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Dallas Research: Teacher Quality
4th Grade Math Achievement
100
90
80
70
60
50
40
30
20
10
0
Highly Effective
Ineffective
1st Grade
4th Grade
Dallas, Texas data: 2800-3200 students per cohort
Comparison of 3 “highly effective” & 3 “ineffective” teachers (Jordan, Mendro, & Weerasinghe, 1997)
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Dallas Research: Teacher Quality
4th Grade Reading Achievement
70
60
50
40
Highly Effective
Ineffective
30
20
10
0
1st Grade
4th Grade
Dallas, Texas data: 2800-3200 students per cohort
Comparison of 3 “highly effective” & 3 “ineffective” teachers (Jordan, Mendro, & Weerasinghe, 1997)
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Sequence of Effective Teachers
Low
Low
Low
High
High
High
52-54
percentile
points
difference
Sanders & Rivers (1996)
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Sequence of Effective Teachers
Low
Low
High
High
High
High
13
percentile
points
difference
Sanders & Rivers (1996)
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Residual Effect
Two years of effective teachers
could not remediate the
achievement loss caused by one
year with a poor teacher.
Mendro, Jordan, Gomez, Anderson, & Bembry (1998)
Time in School Year Needed to Achieve
the Same Amount of Learning
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75th Percentile
Teacher
25th Percentile
Teacher
0
1/4
1/2
3/4
1
Years Needed
Leigh, Economics of Education Review (2010)
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Time in School Year Needed to Achieve
the Same Amount of Learning
90th Percentile
Teacher
10th Percentile
Teacher
0
1/4
1/2
Years Needed
3/4
1
Leigh, Economics of Education Review (2010)
Percentile Gain
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Annual Student Achievement Gains
35
30
25
20
15
10
5
0
Class
Size
Reduction:
Quality
Class
Size
Reduction:24:1 TeacherTeacher
Quality Improvement:
to to
15:1
Improvement:
vs. 25 %tile
24:1
15:1
25th vs. 75th75
percentile
Barber, M., & Mourshed, M. (2007). How the world’s best-performing school systems come out on top. London:
McKinsey & Company. Retrieved from http://www.mckinsey.com/locations/ukireland/publications/pdf/
Education_report.pdf; Stronge, J.H., Ward, T.J., Tucker, P.D., & Grant, L.W., in preparation
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Spillover Effect
Student achievement rises
across a grade when a highquality teacher comes on board:
one-tenth to one-fifth the impact
of replacing the students’ own
teacher
Jackon & Bruegmann, American Economic Journal: Applied Economics (2009)
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What is an effective
teacher?
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The Enigma
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Qualities of Effective Teachers
EFFECTIVE TEACHERS
Background
Prerequisites
The Person
Job Responsibilities and
Practices
Classroom
Management &
Instruction
Implementing
Instruction
Organizing
for Instruction
Monitoring
Student
Progress &
Potential
Stronge, Qualities of Effective Teachers, ASCD (2007)
Diagram used with the Permission of Linda Hutchinson, Doctoral Student, The College of William and Mary
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Prerequisites of Effective Teachers
Which teacher factor is a strong
predictor of student achievement gains?
• Teacher experience
X
X
• Teacher level of education
• Type of teacher certification
X
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Prerequisite Characteristics
3%
Prerequisite
Characteristics
Other Teacher
Characteristics
97%
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The Teacher as a Person
Write a word or phrase to describe your most
memorable teacher:
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Which of these qualities
is closest to your response?
Used cooperative learning
Gave great tests
Maintained control of the classroom
Had a major in mathematics
Cared about me
Made learning fun
Pushed me to succeed
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The Teacher as a Person
• Caring
• Fairness & Respect
• Attitude
• Reflective Practice
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Qualities of Effective Teachers
EFFECTIVE TEACHERS
Background
Prerequisites
The Person
Job Responsibilities and
Practices
Classroom
Management &
Instruction
Implementing
Instruction
Organizing
for Instruction
Monitoring
Student
Progress &
Potential
Stronge, Qualities of Effective Teachers, ASCD (2007)
Diagram used with the Permission of Linda Hutchinson, Doctoral Student, The College of William and Mary
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The Bottom Line
“… nothing, absolutely
nothing has happened
in education until it has
happened to a student”
Joe Carroll (1994)