What We Know About Teacher Preparation Programs

Jack States Ronnie Detrich Randy Keyworth ABAI - 2010

Big Ideas!



1. Instructional Interventions can make a big difference in achievement 2. Teachers make a difference in achievement 3. NCLB highly qualified requirements may be off target 4. Current preparation models are not making a difference 5. Insufficient research on how preparation programs are performing against critical teaching skills

What We Know The impact of structural interventions has been disappointing Cost Benefit Analysis of Common Interventions

0,016 0,014 0,012 0,01 0,008 0,006 0,004 0,002 0 0,0143242 Yeh Calculations 0,00025286 0,00007419 0,00000591 Rapid assessment (2 to 5 X/ week) Accountability (High-Stakes Testing) 10% Increase in spending Vouchers

Interventions

Wing Institute Calculation 0,00000062 Charter schools 0,000214 Class-size

(

Effectiveness Cost Ratio = Effect Size/Cost Per Student) Yeh, S. S. (2007). The cost-effectiveness of five policies for improving student achievement.

American Journal of Evaluation, 28

(4), 416-436.

The Impact of What Happens in the Classroom

0,8 0,7 0,6 0,5 0,4 0,3 0,2 0,1 0 0,52 0,6 0,73

Examples of Classroom Variables

Curricula 0,67 0,6 0,43 0,45 0,4 Medium 0,06 0,08 Visible Learning, Hattie, J (2009)

What We Know Teachers are very important: Effect Size .20 - .40

7% - 21% of student gains can be attributed to teacher effectiveness

(Nye et al., 2004)

Teacher Effectiveness – Gains in 8 th grade math

90% 83% 80% 70% 60% Source: Sanders and Rivers 1996 50% 40% 30% 20% 10% 0% 29% 3 Years Ineffective Teacher 3 Years Effective Teacher

How Does NCLB Define “Highly Qualified”?

1. Full State licensure or certification (No emergency, temporary, or provisional basis) 2. A bachelors degree 3. Demonstrate knowledge of subject areas

What We Know - No Child Left Behind mandates full state certification - In 2004-05 approximately 1 in 7 teachers did not meet standard Difference in Student Scores for Alternative Credential Compared to Traditional Credential Teachers

0,6 0,5 0,4 0,3 0,2 This study found no benefit to student achievement 0,1 0 0,01 Reading -0,1 Constantine, J., Player D., Silva, T., Hallgren, K., Grider, M., and Deke, J. (2009).

An Evaluation of Teachers Trained Through Different Routes to Certification, Final Report (NCEE 2009-

4043). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

SOURCE: National Education Association, Status of the American Public School Teacher, 2000-01. (This table was prepared August 2003.)

National Assessment of Educational Progress (NAEP) Reading Scores

500 450 400 350 300 250 200 150 100 50 0 1992¹ 1994¹ 1998¹ 1998 2000¹ 2000 2002 2003 2005 2007 Grade 8 Grade 4

SOURCE:

American National NAEP Reading Scores 1990 through 2007. U.S. Department of Education

What We Know

- No Child Left Behind mandates subject matter competency - Subject matter effect size: .06 - .12

Teacher Subject Matter Training and Student Achievement

Strong 2 Minimal 1 Subject matter impact negligible Insignificant 0 Math (Secondary) Math (Elementary) Science Reading

Subject Matter

Arts Other Literature Review Studying Teacher Education: The Report of the AERA Panel on Research and Teacher Education (2005) Creating Effective Teachers: Concise Answers for Hard Questions (2003)

What Preparation Model Works Best?

✔

Four year vs. five year programs

✔ ✔

National certification Accredited training programs

What We Know: 4 vs 5 year preparation -

No rigorous studies to give us the answer – best is survey based data - Despite cost and questionable results extended programs grow

Frequency of Outcome Measures Used to Evaluate 4 and 5 year Teacher Preparation Programs

4 3 3 3 3 3 No Studies 2 2 1 1 1 0 Ratings Preparation Program Ratings of Teachers Satisfaction Academic Qualifications Teachers Enter Field Retention

Criteria for Evaluating Effectiveness

Teacher Knowledge 0 0 Direct Observation Student Achievement Andrew 1990 and Andrew and Schwab 1995

What We Know

82,000 teachers are NBPTS certified nationwide

0,25

Comparison of NBPTS Certified Teachers to Non-certified Teachers on Student's Math Achievement

0,2 0,15

National Certification Has Minimal Impact on Improving Student Achievement

0,1 0,07 0,07 0,05 0,05 0,04 0,025 0 -0,01 -0,05

Goldhaber et al. (2005) Cavaluzzo (2004) McColskey et al. (2005) Clotfelter et al. (2006) Studies Harris & Sass Sanders et al.

(2006) (2005) National Board Certification and Teacher Effectiveness: Evidence from A Randomized Assigned Experiment, December 2008

92%

Comparison of NCATE Trained Teachers vs. Non-NCATE Teachers Passing the PRAXIS II (1995-97)

91% 90% 88% 86% Rigorous Research on Student Achievement Absent 84% 84% 82% 80% NCATE Institution Non-NCATE Institution

Critical Teaching Skills

✔ ✔ ✔ ✔ ✔ ✔

Active teaching Classroom behavior management Classroom organization Formative assessment Subject matter Curriculum

The Impact of What Happens in the Classroom

0,8 0,7 0,6 0,5 0,6 0,52

Teaching Practices Effectiveness

0,73 Medium 0,53 0,4 0,3 0,2 0,09 0,1 0 Teaching Strategies (Active Teaching) Classroom Management Formative Assessment (Feedback) Subject Matter Writing 0,45 Math Curricula 0,4 Science 0,6 0,67 Reading (Phonics) Reading (Vocabulary) Visible Learning, Hattie, J (2009)

What Schools Are Teaching Formative Assessment in Connecticut Preparation Programs

16% 14% 12% 10% 8% 6% 4% 14% Sample of 13 Elementary Teacher Programs 2% 0% Progress Monitoring, Formative Assessment, or Ongoing Assessment 0% Dibels Response to Intervention and Teacher Preparation, Spear-Swerling, 2008

What Are Colleges Teaching?

Teacher Preparation Programs Teaching Evidence-based Components of Reading

100% 90% 80% 70% 60% 50% 40% 30% Only 15% Teach 20% 10% 0% All 5 Components All 4 of 5 3 of 5 2 of 5 1 of 5 Components 1. Phonemic Awareness 2. Phonics 3. Fluency 4. Vocabulary 5. Comprehension 0 Failed criteria

Number of Reading Components

What Education Schools Aren't Teaching About Reading and What Elementary Teachers Aren't Learning Walsh et al. 2006

Pedagogy

How Are Teachers Taught?

Definition The science of teaching referring to theories of learning, strategies of instruction, and methods for teaching.

• Didactic presentation – lectures • Reading - materials • Discussion • Computer instruction • Role playing • Simulation • Demonstration • Coaching

What We Know About Teaching Training Method that Produces the Best Results

100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 1. Theory & Discussion 2. Plus Demonstration 3. Plus Practice & Feedback 4. Plus Coaching Knowledge Skill Demonstration Use in Classroom

Degree of Skill Competency

Student Achievement Through Staff Development, Joyce & Showers, 2002

What We Know

There are no data to know how widely coaching is employed

Field Experience Research Topics

90 80 70 60 50 40 30 20 10 0 2 Coaching The principal measure was

“Attitude Change”

and only 3 out of 107 were experimental 84 3 Student Achievement 10 5 3 Knowledge Methods Implementation Subject Matter Implementation

Study Outcome

Attitude Change AERA Report : Studying Teacher Education, 2005

How Are Teaching Candidates Assessed?

60%

Methods for Assessing Teachers in Connecticut Survey

50% 40% 30% 50% 46% 32% no examples based on achievement 30% 21% 20% 10% 0% Tests and quizes Reflective learning journal Running record Observation of child or lesson Planning a unit Response to Intervention and Teacher Preparation, Spear-Swerling, 2008

Student Achievement

What is the knowledge base linking teacher preparation programs and student achievement?

Value Added Modeling

VAM: Statistical techniques to assess the impact variables such as schools or teachers on student achievement

Summary



1. Teaching and Teachers make a difference 2. Current methods of preparing teachers either are not supported by research or rigorous research is non-existent 3. There is a strong knowledge base for what skills teachers need, but there is little data to show we are do it 4. Coaching is critical for effectively preparing teachers, but little data on how it is used