Transcript Slide 1
Preparing Students, Preparing Ourselves: Policy, Practice and Research on Teacher Effectiveness Panelists: Andy Nash, Director New England Literacy Resource Center/World Education, Inc. Jon Kerr, State Director of Adult Education WA State Board of Community and Technical Colleges Amy Dalsimer, Director of Pre-College Academic Programming LaGuardia Community College, NY Respondent: Dr. Brenda Dann-Messier, Assistant Secretary OVAE/US Department of Education Moderator: Silja Kallenbach, Vice President, World Education, Inc. “The quality of an education system cannot exceed the quality of its teachers.” ~ How the World’s Best-performing School Systems Come Out on Top, McKinsey, 2007 What is teacher effectiveness and how can it be developed? What makes an effective teacher? • Is it their qualifications and characteristics? • Is it their practices? • Is it their outcomes? (student achievement? persistence? goal attainment?) What do we know about how to support teacher change? • Provide teachers access to high quality professional development with these features: • • • • • • • • Content focused Includes varied activities Coherent Sustained over time Collaborative and job-embedded Contextual Reflective (Desimone, 2009; Smith & Gillespie, 2007) Provide access to quality working conditions: • Paid benefits and prep time • Collaboration with colleagues • Inclusion in decision-making (Smith, et al, 2003) Several education researchers have pulled back the lens to look at the characteristics and practices of K-12 systems (in the U.S. and internationally) that have high student achievement. What is making their teachers effective? Recruitment and Induction McKinsey and Company, How the world’s best-performing school systems come out on top, 2007. Teacher effectiveness as evidenced by student performance Program Leadership and Climate Professional Development and Support Organization for Economic Cooperation and Development (OECD), Building a High-Quality Teaching Profession, 2011 Transforming Instructional Practices to Increase Student Success Washington State Adult Learning Standards • Identified what students should know and be able to do • Identified what faculty need to know and be able to do to increase student achievement, transition, and completion Trained Standards Cadre in reading, writing, math, and speaking and listening Cadre trained faculty in every program on implementation Part-time faculty paid stipends & full-time release time Trained basic skills directors to guide programs in implementation and teacher effectiveness SBCTC required on-going standards implementation plan SBCTC provided Data for Program Improvement training & plan to increase student success I-BEST Initial Team Teaching Training 2006 Enlisted Expert Faculty to Deliver Training to the System on: – Developing integrated quality learning outcomes – Implementing integrated & contextualized team-taught instruction I-BEST Team Teaching Cadre 2011 Established Team Teaching Cadre to Deliver Campus Specific Training on: – Developing integrated quality learning outcomes – Implementing integrated & contextualized team-taught instruction – Creating integrated syllabi and classroom activities & assignments – Implementing an on-going team-teaching professional development plan