Effective Use of Instructional Time

Jane A. StallingsStephanie L. Knight

Texas A&M University

Estimated Use of Time in a School Day and Year

Comparison of Average and Effective Teacher Use of Time

Comparison of Average and Effective Student Use of Time

Systematic Observation of Classroom Interactions

How do we collect the data?

Classroom Snapshot

Variables Coded During Snapshot

MaterialsBooks, Paper/Pencil, Computers, Manipulatives,Multimedia, Visual Aids, No Material

ActivitiesReading, Making Assignments, Instruction, Discussion, Practice/Drill, Written Assignments,Kinesthetic, Projects

Off-Task BehaviorsSocial Interaction, Student Uninvolved, Being

DisciplinedGrouping Arrangements

Sample Code Description

CLASSROOM SNAPSHOT ACTIVITIES

Code ItemMaking Assignments

DescriptionAn adult is explaining an activity, the procedures to be followed, the amount of work to be finished, or rewards for completing the assignment. The

discussion is not focusing on the academic content, but on the information that students need to carry out the assignment. Discussion of grades and clarification of behavior expectations is coded here.

Systematic Observation of Classroom Interactions

How do we use the data?

Teacher Profile

Student Profile

Teacher Training Model

Professional development model

Focus on collaboration

Weekly seminars (Problems-based)

Pre and post observations using the SOS

Trainer of trainers modelNational Diffusion Network Project

1979-1999

Teacher Training Model

Pretest Observe teachers; prepare profiles; teachers analyze and set goals; start where teachers

areInform Provide information; link theory, research,

and practice; check for understanding; elicit practical examplesGuide Provide conceptual units; teachers adapt to

own style; teachers assess peer observationPractice provide coaching and feedback; teachers make

commitments; support and encourage changePosttest Observe teachers; prepare profiles; teachers

analyze for change; teachers set new goals; applaud improvement; assess program

Teacher Training Seminars

Seminar 1 Understanding School, Community and Students' Culture

Seminar 2 Working with Neighborhood Children and Their Families

Seminar 3 Understanding Research on Effective TeachingAnalyzing Personal Profiles

Seminar 4 Improving Classroom Organization and ManagementCooperative Learning

Seminar 5 Planning Appropriate LessonsChallenging Students: Strategies that Promote Higher Cognitive Thinking

•

Teacher Training Seminars (cont.)

Seminar 6 Using Positive Behavior Management TechniquesPreparing for Student Off-Task Peer Observation

Seminar 7 Implementing Interactive InstructionPreparing for Peer Observation of Interactions

Seminar 8 Linking Students' Background Knowledge with School Lessons

Seminar 9 Improving Reading Comprehension: Using Literature from Diverse Backgrounds

Seminar 10 Analyzing Personal Change and Setting New Goals

Teacher Training Model

What are the results?

3 inner-city schools Anderson Elementary School Johnston Middle School Gregory-Lincoln Education Center

90 student teachers

108 teachers

Approximately 6,000 elementary and middle school students of participating teachers

Approximately 5,300 elementary and middle school students during student teachers’ induction year

Teacher Training Study 1996-2000

Teacher Training Outcomes

Impact on student teachers Increased active teaching from 67% to 77% Increased academic interactions from 85% to 89% Reduced nonacademic interactions from 14% to 9% Achieved national criterion for effective teaching by end of program

Impact on teachers Increased active teaching from 69% to 77% Increased academic interactions from 84% to 87% Reduced nonacademic interactions from 8% to 6%

Teacher Training Outcomes

Impact on K-12 Students Teachers reduced off-task behavior from 7% to 5% Student teachers reduced off-task behavior from 16% to 10% On average, students engage in 16 more hours of learning in classes of LTICS teachers after training Improvement in pass rates for TAAS tests of 17% compared to the year prior to involvement with the LTICS program

Impact on Inner-City Education 83 of 90 (92%) of participating student teachers took positions in inner-city schools or schools with diverse populations

38 of 90 (42%) of participating student teachers specialized in high-need content areas (Bilingual, Special Education, Math, Science, Foreign Language)

Impact on Student Achievement

T A A S P a s s R a te s

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1 0

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8 0

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