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Supporting Effective Teachers for Students of
High Poverty Schools
Michael GallagherAssistant Superintendent, Sunnyvale School District
ACSA Leadership Summit – November 9, 2012Sheraton San Diego Hotel and Marina
As you enter, read the teacher bio on your chair to familiarize yourself with one of the four subject teachers of this presentation.
My perspective
23 years in Santa Clara County public schools Teacher, counselor, dean, associate principal, principal,
assistant superintendent of human resources
Three different districts East Side High School District Cupertino Elementary District Sunnyvale School District
Personal From a family of teachers Concern for social justice Grew up in Santa Clara County
Purpose and Research Questions
Purpose: To narrow the achievement gap by improving the effectiveness
of teachers in high poverty school environments.
Research Questions:
What are the outcomes that teachers in high poverty schools seek for their students?
What are the characteristics that are especially important for teachers to be effective in high poverty schools?
What conditions support effectiveness in high poverty schools?
The Two Schools: Demographics
Amber School Ryan School San Vicente County
Enrollment 429 394 261,945
English Language
Learners
66.0% 51.8% 25.9%
Free and Reduced Lunch 78.1% 76.0% 36.2%
Percent of Parents Who Did Not Graduate from
High School
52% 15% N/A
Hispanic or Latino 69.9% 51.0% 36.8%
White, not Hispanic 7.9% 9.1% 24.2%
Multiple or no Response 8.4% 5.6% 4.1%
African American 5.6% 6.3% 3.0%
Asian 5.1% 13.2% 25.9%
Filipino 1.2% 11.2% 4.9%
The Two Schools: API Success
Amber School Ryan School
GrowthAPI
Median API for Similar Schools
Similar Schools Ranking
GrowthAPI
Median API for Similar Schools
Similar Schools Ranking
2010 810 744 10 894 774 10
2009 810 741 10 861 774 10
2008 674 730 2 842 761 10
2007 642 728 1 767 751 9
2006 602 701 1 784 753 9
Meet the Teachers
Susan 59 years old, twelfth year teaching Second Grade teacher, Amber School
Melissa 28 years old, fourth year teaching First Grade Teacher, Amber School
Gloria 40 years old, fifteenth year teaching Fifth Grade Teacher, Ryan School
Teresa 40 years old, sixteenth year teaching Second Grade Teacher, Ryan School
Conceptual Framework
Outcomes: Social Emotional (Chenoweth, 2009; Goe et al., 2008; Nagy, 2006; Wechsler & Shields, 2008)
Academic Achievement (Chenoweth, 2009; Marzano, 2006; Reeves 2003, 2004; Williams et al., 2010)
Compassion: Authentic Caring (Valenzuela 1999)
Social Capital (Stanton-Salazar & Dornbusch, 1995)
Critical Pedagogy (Cammarota & Romero, 2006; Duncan-Andrade & Morrell, 2008; Padrón et al., 2003)
Note: High expectations run through each of the elements of compassion
Support: Collaboration (Goe et al., 2008; Marzano, 2006; Marzano & Waters, 2009; Reeves, 2003, 2004; Williams et al.,
2010)
Data/Accountability (Goe, et al.)
From: Approaches to Evaluating Teacher Effectiveness: A Research Synthesis
“Clarifying the way teacher effectiveness is
defined is important for two reasons. First, what
is measured is a reflection of what is valued,
and as a corollary, what is measured is valued.”
(Goe, et al., National Comprehensive Center for Teacher Quality, 2008)
Staff Survey
This survey reveals teacher perceptions of effectiveness
It can be used as a first step in planning for professional development for a school
Teachers benefit by reflecting on their own effectiveness, how it is supported, and the goals they have for their students
Scale: Teacher Description of Effectiveness
Each teacher’s survey was “scored”
“Three” represents balance Social emotional and academic achievement Focus on learning as a goal (not teaching) Use of formative and summative assessments
Effect of a “laser-like focus” on results under-emphasis on social-emotional outcomes ultimately negatively affects academic achievement
Scale: Teacher Description of Effectiveness
Scale to Measure Teacher Description of Effectiveness
1 The teacher does not mention assessment of academic achievement outcomes (standardized assessments or informal assessments) as a measure of effectiveness. Effectiveness is indicated by proficient application of identified teaching strategies and/or by student social-emotional outcomes.
2 Social-emotional outcomes are mentioned as indicators of effectiveness. Summative, standardized academic test data is not mentioned as an indicator of effectiveness. The teacher may mention a focus on teaching to standards, his/her own perception of student learning, some formative assessment data, and/or may refer to student attitude about learning as an indicator of effectiveness.
3 The teacher’s responses indicated that he/she seeks a balance of social-emotional outcomes and academic achievement as indicated on standardized tests. There may be recognition that one set of outcomes leads to the other. Formative and summative as well as informal assessments may be cited. Proficient application of teaching strategies is not mentioned as an indicator of effectiveness.
4 Academic assessment data, both formative and summative, is used to indicate effectiveness. Neither social-emotional outcomes nor proficient application of teaching strategies are mentioned as indicators of effectiveness.
5 Teaching effectiveness is measured exclusively by end of the year, summative assessments. Formative assessments, social-emotional outcomes, and proficient application of teaching strategies are not mentioned as indicators of effectiveness.
Mental Development
Emotional Development
AcademicDevelopment
Self-reflectionCritical thinking skillsThoughtful decision making
EmpathyRespectResponsibilityConfidence
First grade standardsGrade level reading and writing abilities in all subject areasGood communication skills
Both Schools’ Teachers Scored an average of “3” on the Scale
The teacher’s responses indicated that he/she seeks a balance of social-emotional outcomes and academic achievement as indicated on standardized tests.
There may be recognition that one set of outcomes leads to the other.
Formative and summative as well as informal assessments may be cited.
Proficient application of teaching strategies is not mentioned as an indicator of effectiveness.
Scale: Teacher Description of Effectiveness
Consider your school or a school you are working with (or perhaps Amber or Ryan School)
What would be the composite score for that school?
How might that impact how your would begin to work with teachers?
From: Teaching Quality in California: A New Perspective to Guide Policy
“Mirroring assumptions that all students can learn if
provided the right conditions, including teacher
quality, policy makers need to create programs built
on the assumption that all teachers can provide
quality teaching if provided the appropriate supports
and differentiated opportunities.”
(Wechsler and Shields, Center for the Future of Teaching and Learning, 2008)
Columbia Middle School Professional Development Plan
Teacher Interviews
Subject teachers benefited from these reflective conversations
They reported that listening to them made them feel valued
They reported that the interviews contributed to “refocusing” on their effectiveness on their sense of purpose on the challenges of working in their schools
Demonstrating Authentic Caring
“When we strip away a focus on developing the humanity of our children, we are left with programmed, mechanistic
strategies designed to achieve the programmed, mechanistic goal of raising test scores.” (Delpit, 2006)
Authentic caring (Valenzuela, 1999)
Embrace the role of the teacher: Accept responsibility to expand hope for students
See students as “complete people with real life problems” (Cammarota and Romero, 2006)
Caring is characterized by high expectations for all students
Caring, social capital, and critical pedagogy intersect.
Demonstrating Authentic Caring
“I feel that students learn best when we can make connections to them personally, and so if I don’t take the time to learn about them, to let them share about themselves, I’m not building my credibility. I’m sitting there telling you I’m caring, but I am not taking any time to learn anything about you. You are just Joe Schmoe sitting in a seat, but I don’t know anything about your family or anything about you.”
-- Teresa, teacher, Ryan School
Demonstrating Authentic Caring
To be an effective teacher at Amber School:
“I think they have to love children -- really like children, make them accountable, make them feel like they can do it. So I think they have to be aware these kids come with not only with baggage but less positive experiences in their own personal lives. So I think you just have to know that and be willing to give a little more financially, emotionally, and teaching wise.”
-- Susan, teacher, Amber School
Demonstrating Authentic Caring
“I think that personally caring for each child makes a difference. Showing them that I care about what they are learning. They know that I care about what they do and how they perform, and I know that they can do better. So if I take the time to encourage each student, to know each student personally, they are more likely to work for me.”
-- Gloria, teacher, Ryan School
Building Social Capital
“Teachers cannot become authentic caregivers to students of color unless they merge their caring with counter-hegemonic content that
dispels notions of racial inferiority and recognizes the wealth of knowledge, culture, and understanding of every student who walks in
the classroom.” (Cammarota and Romero, 2006)
Improve the trajectories of their students’ lives and to provide access to the dominant culture.
Academic achievement is the main tool
“Building on Strength” vs. “Shielding”
Seeing similarities, drawing from life experiences, recognizing privilege
Reciprocity
Building Social Capital
Building on Strength:
“The first question I always ask is, and I always want the kid present when I ask it, ‘You know you’ve had this child now for nine years. What makes them wonderful?’ It’s important for me to know that they are fantastic and incredible because first of all, a lot of times the kids don’t even know how appreciative their parents are, how much their parents love them or how great their parents think that they are.”
-- Gloria, teacher, Ryan School
Building Social Capital
Shielding:
“You know one little girl told me today, ‘You know my uncle is in jail. He had to go to jail yesterday.’ And I said, ‘I am sorry.’ Yeah and then it’s happened too – you ask any teacher here – and share time is kind of rough because – ‘Oh we went to Hometown Buffet. Oh we saw my mommy’s boyfriend got out of jail.’ I mean stuff like that. So I don’t do a lot of it.”
-- Susan, teacher, Amber School
Building Social Capital
It’s hard:
“I grew up and I went to private schools, so it was completely different. I mean even through my credential program, I was really kind of nervous about teaching. I was really overwhelmed, and in my first student teaching I was at a Title One school, and I was learning new things. I was completely overwhelmed. I was there only three days a week till noon, and I just thought, ‘How do you possibly teach all this stuff to these kids?’”
-- Melissa, teacher, Amber School
Critical Pedagogy
Few are committed to preparing students to be “critical agents of social and structural transformation.” (Cammarota and Romero, 2006)
Teachers are unfamiliar with critical pedagogy.
The four teachers are deeply committed to employing effective pedagogy based in high expectations.
Community building is a focus.
Cooperative learning could be employed as a tool of critical pedagogy.
Critical Pedagogy vs. Effective Pedagogy
Effective Pedagogy Leads to higher test scores Focused on achievement of academic
standards
Critical Pedagogy Changes the life trajectories of students Builds community Investigates and combats hegemony Empowers
Critical Pedagogy
A lens of “empowerment” not deficiency
“It comes from class meetings. It comes from how the other students treat them, and what my expectations are for them treating each other, and how they perceive themselves. I think that they just have power, and they need to see that it comes from within themselves.”
-- Gloria, teacher, Ryan School
Critical Pedagogy
Empowering, building confidence
“If I am feeling confident in myself, when I am asked to do something that’s maybe out of my comfort zone, or something that I am not feeling like, ‘Gosh, never done that before, but if I feel confident in what I am and who I am as a person,’ I am going to be much more able to tackle that problem without falling apart, without, ‘Oh my gosh I can’t do it.’”
-- Teresa, teacher, Ryan School
Critical Pedagogy
Cooperative Learning: Purposes
“It is better if they learn from each other after I have taught the concept. It is better if they learn from each other, and they are teaching each other. It really ingrains it in them. They like being helpers, and they like acting like a teacher. When they are working together, they all have a job, and no one is just sitting out. It just really makes learning a lot of fun and also they enjoy it.”
-- Melissa, teacher, Amber School
Compassion and Effectiveness
Review the teacher biography from the beginning of the session
Does this description remind you of any teachers you know?
What elements of the framework are most pronounced in this profile?
What elements of the framework likely would benefit from support?
How could this teacher be supported?
Tools to Support Effectiveness
Staff Survey
Teacher Interview Protocol
Project Cornerstone: Developmental Assets
Coaching for Social Emotional Well-Being Meta-coaching for struggling teachers Support group for mid- and late- career teachers Whole School Approach at Columbia Middle School
Collaboration
“It's not a personal relationship. It's professional, results-based, and kids-based.” -- Gloria, teacher, Ryan School
Value of Collaboration Emotional Support Efficiency Accomplishing Tasks Data
Contributes to Retention
The ability to collaborate is an element of effectiveness.“I’ve got a team concept. She’s not only got to be good in the classroom. She has to be good in the staff room. She has to be good with me.” -- Jack, former principal, Ryan School
Accountability/Data
Academic (not social emotional) outcomes focused
Data systems are comprehensive, time-intensive, and valued.
Teachers evaluate their own performance based on student achievement on standardized tests.
Teachers earn notoriety for the academic achievement results of their students.
Achievement data provides an unbiased gauge for teachers who care deeply about their students.
Social emotional outcomes are supported by measured academic achievement.
Sound professional judgment is crucial. (Achinstein, et al., 2004)
Implications
Increase emphasis on gaining insight into the cultures and communities schools serve.
Increase emphasis on pedagogies aligned with students’ experiences, cultures, and backgrounds including critical pedagogy and culturally relevant pedagogy
Encourage teacher reflection on their own lives and experiences to draw connections to the lives and experiences of their students.
Schools: Accountability and data systems designed to support outcomes identified by the community
Implications (continued)
Teacher training should focus on the elements of compassion
Teacher training should also focus on skillful use of student achievement data collaboration
Differentiated training and professional development should respect the different backgrounds of teachers.
Train teachers to prepare students to be “critical agents of social and structural transformation.”
Concluding Thoughts
Effectiveness is far more than moving test scores, though that’s important.
When you’re new, full of optimism, well-trained, and . . . impressionable . . . How does the school culture reproduce itself even when diverse thought is introduced?
Focus on teachers understanding the structures that reproduce poverty in the communities they serve
Focus on seeing parents as supportive and recognizing the strengths of students and their communities.
Teachers must reflect on their own backgrounds to draw connections to their lives of their students and families.
Resources to Support Social Emotional Wellness in Students
Project Cornerstone http://www.projectcornerstone.org/ “41 Developmental Assets” Research from The Search Institute: http://www.search-institute.org/ “Project Cornerstone is committed to helping all children and teens in Silicon Valley
feel valued, respected and known. Our programs and services help individuals and communities build a web of support around young people so that they grow into healthy, caring and responsible adults.”
Cleo Eulau Center http://cleoeulaucenter.org/ “The Cleo Eulau Center is dedicated to promoting lifelong resilience in youth by
strengthening the caring capacity of the adults who influence their lives.”
Center for Reaching and Teaching the Whole Child http://reachandteachthechild.org/ “Our mission is to promote the essential role of the social-emotional dimension of
learning in raising healthy and happy children and closing the achievement gap in preK-12 schools in the Bay area.”
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