Transcript What is Teacher Quality?
W
HAT IS
T
EACHER
E
FFECTIVENESS
?
Adult Education Program Administrators’ Meeting March 7, 2013 Reno, Nevada Mary Ann Corley, Ph.D.
American Institutes for Research
T
HE
‘G
IVENS
’
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The quality of an education system cannot exceed the quality of its teachers.
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Teachers drive student performance
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The only way to improve student outcomes is to improve instruction.
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High performance requires that every student succeed. Source: The World’s Best-Performance School Systems Come out on Top, September 2005, OECD.
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T EACHER Q UALITY V . T EACHER E FFECTIVENESS
• • • • •
Teacher Quality [I NPUTS ] Degrees Licenses Professional development Knowledge of content areas Knowledge of teaching strategies
• • • • •
Teacher Effectiveness [O UTPUTS ] Teacher practices/Behaviors in the classroom Attitudes/Disposition/ Rapport with students Student comfort level Student motivation to learn Student Outputs/Outcomes 3 5/2/2020
M
EASURING
I
NPUT IS NOT
E
NOUGH
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Inputs (certification status, degree, subject area major) do not greatly impact student achievement (Rice, 2003; Roza & Miller, 2009).
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Recent research is shifting from
teacher
to
teaching
quality, measured through quality contributions to student growth and learning.
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N ATIONAL T EACHER C OUNCIL ON Q UALITY We must recognize that…
Teacher effectiveness is the most important school-level variable in student achievement.
Increasing teacher effectiveness is key to raising student achievement.
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E
FFECTS OF
T
EACHERS ON
S
TUDENT
A
CHIEVEMENT
Teacher effects are large:
The teacher that a student has makes a difference for achievement.
How large?
–
Sanders & Rivers:
3 years with a highly effective teacher can boost achievement as much as 50 percentile points.
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Rivkin, Hanushek, & Kain:
An increase of one standard deviation in teacher effectiveness is worth as much as a 10-student decrease in class size.
Teachers can either negatively or positively affect and drive student performance:
– Nye, Konstantopoulos, & Hedges: Teachers are the single greatest school-based influence on student achievement.
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T
HE
C
UMULATIVE ON
S
TUDENT
E
FFECT OF
A T
EACHERS CHIEVEMENT
[Sander and Rivers (1996): Cumulative and Residual Effects of Teachers on Future Student Achievement]
T HE C UMULATIVE E FFECT OF T EACHERS 120% TH ON G RADERS OF ALL S TUDENT A CHIEVEMENT A BILITIES WHO HAVE ( FOR 5 TH , 6 TH , 3 Y AND EARS OF 7 TH G E FFECTIVE RADES ) T EACHERS IN A R OW 100% 80% 3 effective teachers 3 ineffective teachers 60% 40% 20% 0% 5/2/2020 low achieving middle achieving high achieving S TUDENT P ERFORMANCE ON M ATH T EST AT E ND OF all Source: The Education Trust. Carey, K. (2004). 7 TH G RADE
The real value of teachers.
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C
LASSROOM AN
L
EARNING IS
E
MOTIONAL
S
PACE
Effects—Not based only on what teachers do, but on what teachers and students do together.
Therefore, the skillful adult education teacher…
Creates a culture of learning, and
Makes students
Co-creators of learning
Co-teachers
Co-presenters 9 5/2/2020
T
HE
W
IDGET
E
FFECT
Referring to our current educational policies and systems…
“…There is little or no differentiation of excellent teaching from good , good from fair , or fair from poor .
This is the Widget Effect: a tendency to treat all teachers as roughly interchangeable, even when their teaching is quite variable. Consequently, , teachers are not developed as professionals with individual strengths and capabilities, and poor performance is rarely identified or addressed.”
The Education Trust, The New Teacher Project, 2009 www.edtrust.org or www.widgeteffect.org 10 5/2/2020
T
HE
W
IDGET
E
FFECT
(C ONT .)
A teacher’s effectiveness—the most important factor for schools in improving student achievement—is not measured, recorded, or used to inform decision-making in any meaningful way.
The wide majority of teachers performing at moderate levels do not get the differentiated support and development they need to improve as professionals.
If teachers are so important, why do we treat them like widgets?
Learn more at www.widgeteffect.org 11 5/2/2020
M
EASURES OF
T
EACHER
E
FFECTIVENESS
What are the instruments/methods? What are the variables? What are the outcome measures?
Review of teacher lesson plans
Classroom observations
Teacher self-assessments
Student portfolio assessments
Student achievement data
Student work sample reviews
Student persistence data 12 5/2/2020
S
O
, W
HAT
A
DULT
E S
HOULD DUCATION
T
EACHERS
K
NOW AND
B
E
A
BLE TO
D
O
?
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A
DULT
E
DUCATION
T
EACHERS
S
HOULD
…
• •
Have high expectations for all students; Use diverse resources to plan and structure engaging learning opportunities (one size does not fit all);
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Monitor student progress formatively, adapting instruction as needed;
• •
Evaluate learning using multiple sources of evidence; Think critically about/reflect on their own practice and try employing new theories;
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Collaborate with other education professionals to ensure student success, particularly for students with special needs and those at high risk for failure. 14 5/2/2020
“H OW W E F IX T HESE B ROKEN L EARNERS ” 15
A
DULT
E
DUCATION
T
EACHERS
S
HOULD
… C OMMITMENT TO STUDENTS AND THEIR LEARNING
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Treat students equitably, recognizing individual differences and accounting for these differences in their practice;
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Adjust their practice based on observation and knowledge of their students;
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Understand how adults learn;
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Design instructional tasks that are relevant and meaningful to students’ life contexts;
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Develop students’ respect for learning;
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Develop students’ self-esteem and help them become self-regulated learners.
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Adapted from the National Board for Professional Teaching Standards, 2002
http://www.nbpts.org/standards/know_do/intro.html
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A
DULT
E
DUCATION
T
EACHERS
S
HOULD
… K NOWLEDGE OF THE SUBJECTS THEY TEACH AND HOW TO TEACH THEM • Understand how their subject is related to other disciplines; • Develop students’ critical and analytical thinking skills; • Understand the preconceptions students have about a subject area; • Use multiple strategies to convey a concept; • Teach students how to pose and solve their own problems.
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Adapted from the National Board for Professional Teaching Standards, 2002
http://
www.nbpts.org/standards/know_do/intro.html
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E
FFECTIVE
A
DULT
E
DUCATION
T
EACHERS
… M ANAGING AND MONITORING STUDENT LEARNING • Create environments that engage students and use time effectively; • Engage others (both students and colleagues) to assist them; • Are aware of ineffective and damaging instructional practices; • Assess the growth of both individual students and the class as a whole.
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Adapted from the National Board for Professional Teaching Standards, 2002
http://www.nbpts.org/standards/know_do/intro.html
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M EMORABLE Q UOTES ABOUT T EACHING
“I bring you the gift of these four words: I believe in you .”
-Blaise Pascal
“A mind is a fire to be kindled, not a vessel to
be filled.” - Plutarch
Tell me and I forget. Show me and I remember.
Involve me and I understand. - Chinese proverb
“Effective teaching may be the hardest job there is.”
– William Glasser 19
M
ORE
K
EEPER
Q
UOTES
…
“Memorization is what we resort to when what we
are learning makes no sense.” - Anonymous
“Understanding must be earned. Facts can be memorized and skills can be developed through drill and practice, but coming to an understanding of “big ideas” requires students to construct meaning for themselves .”
-Tomlinson and McTighe 20 5/2/2020
G RADUAL R ELEASE OF R ESPONSIBILITY Role of the teacher MODELLING Teacher demonstrates and explains the skill by thinking aloud the mental processes and by modeling the reading, writing, etc.
Student actively attends to the demonstration SHARING Teacher continues to demonstrate skill, encourages student to contribute ideas and information Student contributes ideas and begins to practice the skill with teacher guidance GUIDING Teacher provides scaffolds for student to use the skill and provides feedback.
Student works with help from the teacher and peers to practice the skill APPLYING Teacher offers support and encouragement when necessary Student works independently to apply the skill.
Role of the student Pearson & Gallagher 5/2/2020
P
UTTING
I
T
M
ORE
S
IMPLY
/S
UCCINCTLY
… z 1 2 Demonstration (Teacher modeling) I Do— You Observe I Do—You Help 3 2 4 Guided/Collaborative writing Scaffolded/Collaborative (Supported writing) Independent writing You Do— I Help/Guide You Do Alone 23 5/2/2020
F LOW : M ENTAL Csikszentmihalyi, M.
(1997). Finding Flow.
C S TATE IN HALLENGE AND S KILL T ERMS OF L EVEL 5/2/2020 LOW Skill Level HIGH 24
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Mary Ann Corley 5/2/2020 “Come to the edge,” he said. They said: “We are afraid.” “Come to the edge,” he said. They came. He pushed them, and they flew.
- Guillaume Apollinaire 25
Mary Ann Corley 5/2/2020
Thank You for your interest and support!
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