Transcript What We Know About Teacher and Administrator Networks: Replicated Findings and Recent Extensions Kenneth A.

What We Know About Teacher and
Administrator Networks: Replicated
Findings and Recent Extensions
Kenneth A. Frank
Michigan State University
Min Sun
University of Washington
Yun-jia Lo
University of Michigan
Beijing Normal August 2014
The Emergence of Analysis of Teacher
Networks
Festinger; Krackhardt;
Van-de Ven; Granovetter;
Burt;
Uzzi; Reagans and
Zuckerman; Cross;
Padgett, Contractor
Resnick, Bryk, Gamoran, Raudenbush, Porter
See: Frank, K. A. 1998. "The Social Context of
Schooling: Quantitative Methods". Review
of Research in Education 23, chapter 5: 171Friedkin, Slater;
216.
Frank, Bidwell, Yasumoto
Social Network Theory and Educational
Change. Cambridge: Harvard University Press.
Penuel, Spillane, Daly,
Moolenaar, Coburn, Sun,
Youngs, Garrison, Zhao,
Supovitz, Cole, Yoon,
Jackson, Finnigan, Maroulis,
McFarland
Add Health: Moody, Bearman, Stovel, Muller, Frank
Coleman Hallinan, Epstein
1960
1970
1980
1990
2000----------2004---------2008--------2012----
Work “Around” Networks
• Relationship to climate and culture of schools
– Fuller & Izu; Rosenholtz, Simpson, Bidwell,
Dreeben, McLaughlin & Talbert, Hannaway
• Relationship to leadership, implementation of
leadership.
• Induction of junior teachers (not the full
network)
Why are Teacher Networks Important? Networks
Contribute to Complex Production
• Networks a good source of local knowledge
– Necessary to adapt educational practices to local
context (Kennedy, 2002, calls craft knowledge)
– More efficient than individual experimentation
• Networks enable local coordination
– Teachers conform to norms of network members
• Allows for coordinated practices (even if coerced
• Local knowledge (if made explicit) can be shared with
others to improve school (Frank et al., 2011)
• Implication: networks less important for practices that
do not have to be locally adapted or coordinated
– E.g., scripted curricula; set protocols
The Workforce:
School Teachers
Teaching as Complex Production
Previous
Training
True in China?
Curriculum
pedagogy
Coordination
Assessments
Student
Composition
Thompson;Woodward; Bidwell
Why do Networks Matter from the
Individual Perspective:
• Teachers seek to fit into their schools and be effective
(Frank, Kim, & Belman, 2010).
– Lortie: teachers seek to be effective: need local
knowledge to do so
– Teachers need to fit into their local contexts:
conform to local norms
– Teachers impose norms on others to create
conditions that support their practices:
• E.g., 3rd grade teacher requests that the 2nd grade
teachers teach more phonics so 3rd graders do
better on tests, and can read to learn.
Teacher Utility
f(personal efficacy, fitting into social organization of school)
assessment
Whole language
Utility
True in China?
Perceptions of Efficacy
Curriculum
Teacher behaviors
Other’s
expectations
Phonics
Student outcomes
Starting to Learn about How Teachers
Influence each other
• Typically, small to moderate effects:
– 20%-40% as important as prior behavior (Frank et al., 2004; Sun et al, 2012;
Frank & Penuel, 2012)
• Speed of diffusion/influence varies
– Slow: trust, sense of efficacy
– Medium: practices related to specific reforms
– Fast: use of technology, specific new tools
• Depends on
– Resources allocated
– Common language for interaction
• Need experimentation, training
– Shared contexts
– Current state of practice and knowledge (e.g., Sun, M., Penuel, W., Frank,
K.A., and Gallagher, A. 2013; Penuel et al., 2012; Coburn et al. 2012; Frank et
al. 2011)
– Quality of interactions (Coburn & Russell 2008; Coburn et al., 2012)
– Perceived legitimacy of innovation
– Roles and types of knowledge (e.g, Sun et al, 2013)
Starting to Learn about How Teachers
Choose with Whom to Interact
• Grade level and subject
– Zhao and Frank; Spillane et al 2012
– Spillane Kim and Frank, Garrison
• Formal positions
•
– Sun et al
– Leaders can broker (Spillane and Kim, 2012; Penuel, Riel et al., 2009))
– Formal leaders (not administrators) can be central: Spillane et al., 2012; 2010
Larsen, Berebitsky et al (unpublished, to submit to AJE)
Opportunities to interact, such as co-participation in professional development
– Murphy et al (in progress). Spillane, Kim and Frank, (2012)
• Perceived value/legitimacy
– Garrison, Frank et al., 2008, Coburn & Russell, 2008; Anagnostopoulos, et al.,
2009
• Perceived expertise
– Coburn, Choi & Mata 2010; Frank & Zhao 2005; Penuel et al. 2009).
– Math networks sparser in elementary schools (Hayton & Spillane (2008)
– Relationship to organization (quasi-tie) can override dyadic relationships:
Frank (2009)
By-products
• Effects of network on
– Commitment to teaching: Jones, N., Youngs, P.,
and Frank, K.A.,.
– Distributed leadership: Spillane, Halverson &
Diamond, 2001; Spillane & Kim, 2012; Supovitz,
Sirinides & May, 2010
– Achievement? Moolenaar, Sleegers and Daly (2012).
• Use of networks to
– Select classroom composition (Kim, Frank and
Spillane, not published)
– Gauge indirect (spillover) effect (Sun, Penuel, Frank, et
al., 2013)
Networks within the Organization that
Sits in a Larger Institutional Context
• NCLB accentuates existing factions as teachers
conform to group norms (Frank, Penuel et al;
2012; Penuel. Sun et al., 2012)
• Teachers who became Board Certified provided
more help to others (Frank, Sykes et al, 2008)
• Teachers choose to interact with those with
higher value-added (Wilhelm et al AERA, 2014)
• District leaders’ interactions shaped by
accountability pressures
NCLB Pressures: Varying Initial Practices and Subgroups
Sanctions
Institutional EnvironmentResources
(Programs, PD)
(microfoundations)
School
Normative Pressure
• Pressure result from having a collegial tie
(direct effect) with someone or from being
part of the same subgroup (indirect effect)
• Individual teachers may be particularly
responsive to pressure from subgroup
members to the extent that:
– They share a common context for teaching
(Smylie, 1989; Kennedy, 2005)
– High levels of trust exist among subgroup
members(see Ingersoll, 2003)
NCLB Pressures
Sanctions
Institutional EnvironmentResources
(Programs, PD)
TIME 1
School
Institutional
Environment
TIME 2
School
NCLB Pressures
Sanctions
Resources (Programs, PD)
Contribution to Research
• SNA provides a new set of tools for
researchers to
– Investigate the role of teacher and administrator
networks in educational reform and school
improvement.
– Raise questions beyond conventional approaches
– Specify and test hypothesis derived from
behavioral theories from economics, sociology,
and psychological with regard to individual choice,
decision making, and actions
Guide for practice
• Organize for the successful implementation of
ambitious educational reform
– Sun et al. 2014; MIST project
• Design effective programs for supporting teachers and
administrators (e.g, professional development) to
– Leverage networks
– Consider impact on networks
• Penuel et al. 2012 and Cole & Weinbaum 2010; Frank et al., 2011.
• Consider network dynamics in governance of schools:
– Frank, K.A. 2011. “Constitution for Effective School
Governance.” Commentary in Teacher’s College Record.
New Project:
How Beginning Elementary Teachers' Social Networks Affect
Ambitious Math Instruction in the Current Evaluation Climate
Background: The Common Core mathematics standards call for U.S. elementary teachers to plan
and enact ambitious mathematics instruction to help all students acquire procedural fluency and
develop conceptual understanding. At the same time, classroom observation instruments and
teacher value-added models (VAMs) are being used to evaluate teachers’ ability to plan and enact
mathematics instruction as well as the effects of instruction on achievement. Critically, these two
sets of institutional forces potentially conflict with one another. Major Questions. How will
beginning elementary school teachers respond to increased and potentially conflicting
expectations associated with the Common Core mathematics standards and current teacher
evaluation demands?
•
•
•
•
How is a beginning teacher’s planning of ambitious mathematics instruction
affected by the knowledge of members of her school-based social network?
How is a beginning teacher’s enactment of ambitious mathematics instruction
affected by the knowledge of members of her school-based social network?
How is a beginning teacher’s planning of ambitious mathematics instruction
affected by norms regarding mathematics instruction in her school-based social
network?
How is a beginning teacher’s enactment of ambitious mathematics instruction
affected by norms regarding mathematics instruction in her school-based social
network?
Theoretical Processes
From Planning to Enacting
Plan
Set appropriate
learning goals
Develop and/or
modify tasks at
appropriate levels
of cognitive
demand
Anticipate students’
thinking
Enact
Engage in
instructional
dialogue with
students
Focus dialogue on
intended
mathematical goals
Correctly interpret
students’ thinking
Example Lesson Plan
Aligned with Common Core Curriculum, but teacher centered and not
ambitious. Focus on skills may be for the test
Model to Estimate
Uses IQA,
MKT,
MQI, just
like MIST
China
Infrastructure of Project
• Funded by WT Grant & National Science
Foundation with some support from Michigan
State
• PIs: Ken Frank, Peter Youngs, Kristen Bieda,
Serena Salloum
• 5 years
• Currently employing 9 students & post-docs,
will hire more in a year or two. Interested
students should let me know.
Contact Info
Ken Frank
Professor
Measurement and Quantitative Methods
Counseling, Educational Psychology and Special Education
And
Professor of Fisheries and Wildlife
Room 462 Erickson Hall
Michigan State University
East Lansing, MI 48824-1034 phone: 517-355-9567 fax: 517353-6393 [email protected]
https://www.msu.edu/user/k/e/kenfrank/web/index.htm
references
The Social Organization of the School
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Special and General Education Teachers.” Journal of Exceptional Children.
Pogodzinski, B., Youngs, P., Frank, K.A., Belman, D. 2012. "Administrative Climate and Novices' Intent to Remain Teaching."Elementary School
Journal, Vol. 113 (2): pp. 252-275.
Spillane, J., Kim, Chong Min, Frank, K.A. 2012. “Instructional Advice and Information Providing and Receiving Behavior in Elementary Schools:
Exploring Tie Formation as a Building Block in Social Capital Development.” American Educational Research Journal. Vol 49no. 6 1112-1145
Frank, K.A., Kim, C., and Belman, D. 2010. “Utility Theory, Social Networks, and Teacher Decision Making.” Pages 223-242 in Alan J. Daly
editor. Social Network Theory and Educational Change. Cambridge: Harvard University Press.
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Network Approach. Teachers College Record Vol 111 Number 1.
Frank, K.A. 2009 Quasi-Ties: Directing Resources to Members of a Collective
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Borman, Spencer Cahill, and Bridget Cotner. Westport Connecticut: Praeger.
Figures EEPA Spillover Effects of PD
Social Factors and Implementation of Innovations in Organizations
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teacher learning from external professional development. American Journal of Education, 119(1), 103-136.
Spillane, J., Kim, Chong Min, Frank, K.A. 2012. “Instructional Advice and Information Providing and Receiving Behavior in Elementary Schools:
Exploring Tie Formation as a Building Block in Social Capital Development.” American Educational Research Journal. Vol 49 no. 6 1112-1145
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I cannot find this source and therefore cannot correct it. I added it is unpublished doctoral dissertation.
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