NAEHCY Annual Conference October 28, 2012 Patricia A. Popp, Ph.D. The College of William and Mary

Qualities of Effective Teachers:Qualities of Effective Teachers:Working With Students Who Are Working With Students Who Are

Homeless, Highly Mobile, or Homeless, Highly Mobile, or Placed At-riskPlaced At-risk

NAEHCY Annual ConferenceNAEHCY Annual ConferenceOctober 28, 2012October 28, 2012

Patricia A. Popp, Ph.D.Patricia A. Popp, Ph.D.The College of William and MaryThe College of William and Mary

Xianxuan Xu, Ph.D.Xianxuan Xu, Ph.D.The College of William and MaryThe College of William and Mary

Question:Where was the

American Declaration of Independence

signed?

Question:Name one of the

early Romans’ greatest

achievements.

Question:Name six

animals that live specifically in the Arctic.

What is the significanceof this study?

Moving from Access to Academics

Addressing the Achievement Gap

Addressing Unique Instructional Challenges

Focusing on Importance of Teachers

Goals of Session

Focusing on importance of Teachers

Especially:•Classroom management •Assessment

What factor had the largest effect on What factor had the largest effect on student achievement?student achievement?

Mixed Ability Mixed Ability Grouping?Grouping?

Class Size?Class Size?

Prior Prior Achievement?Achievement?

The Teacher?The Teacher?

Study Highlight: Wright, S.P., Horn, S.P., & Sanders, W.L. (1997)

What factor had the largest effect on What factor had the largest effect on student achievement?student achievement?

Mixed Ability Mixed Ability Grouping?Grouping? 44

Class Size?Class Size? 33

Prior Prior Achievement?Achievement? 22

The Teacher?The Teacher? 11

Study Highlight: Wright, S.P., Horn, S.P., & Sanders, W.L. (1997)

Annual Student Achievement GainsAnnual Student Achievement Gains

Sources: 1) Barber, M., & Mourshed, M. (2007). How the world’s best-performing school systems come out on top. London: McKinsey & Company. Retrieved November 7, 2008, from http://www.mckinsey.com/locations/ukireland/publications/pdf/Education_report.pdf.

2) Stronge, J.H., Ward, T.J., Tucker, P.D., & Grant, L.W., in preparation

What impact does a What impact does a teacher have on teacher have on student learning?student learning?

One-year Impact One-year Impact ofof

Effective vs. Less Effective vs. Less Effective Effective TeachersTeachers

Source: Stronge, Ward, & Grant, accepted Journal of Teacher Education

240 250 260 270 280

Actual Reading

240

250

260

270

280

55thth Grade Reading: Grade Reading: Predicted vs. ActualPredicted vs. Actual

Teacher Effectiveness Indices: Reading

20.00 30.00 40.00 50.00 60.00 70.00

Reading TAI

0

10

20

30

Reading One-Year Impact: Effective vs. Ineffective Teachers

Note: Data presented in percentile scores

Math One-Year Impact:Math One-Year Impact:Effective vs. Ineffective TeachersEffective vs. Ineffective Teachers

0%

10%

20%

30%

40%

50%

60%

70%

80%

Beginning of Year End of Year

TopQuartileTeachersBottomQuartileTeachers

Teacher Effectiveness Variables

-0.6

-0.4

-0.2

0

0.2

0.4

0.6

Top Bottom

Differentiation

Focus

Clarity

Complexity

Expectations

Technology

Assessment

Verbal Feedback

Management

Organization

Caring

Fairness

Relationships

Responsibility

Enthusiasm

Student Off-task Student Off-task BehaviorBehavior

11Stronge, Ward, Tucker, & Hindman, 2008

2 2 Stronge, Ward, & Grant, accepted for JTE

Less Effective Less Effective Teacher Teacher

(bottom quartile)(bottom quartile)

EffectiveEffective

TeacherTeacher(top quartile)(top quartile)

Study 1Study 111

12 minutes12 minutes 2 hours2 hours

Study 2Study 222

20 minutes20 minutes 1 hour1 hour

Two years of effective teachers could not remediate the achievement loss caused by one year with a poor teacher.

Residual Effect

Source: Mendro, Jordan, Gomez, Anderson, & Bembry (1998)

Sequence of Effective TeachersSequence of Effective Teachers

Low

High + 52-54Percentile

Points

Low Low

High High

Source: Sanders & Rivers, 1996

Time in School Year Needed to Time in School Year Needed to Achieve the Same Amount of Achieve the Same Amount of

LearningLearning

0 1/ 4 1/ 2 3/ 4 1

25th PercentileTeacher

75th PercentileTeacher

Years Needed

Source: Leigh, A. (n.d.). Estimating teacher effectiveness from two-year changes in students’ test scores. Retrieved May 22, 2007, from http://econrsss.anu.edu.au/~aleigh/.

Influences on Student Achievement:Explained Variance

Source: Hattie, J. Teachers make a difference: What is the research evidence. Retrieved November, 20, 2008 from http://acer.edu.au/documents

What is an What is an effective teacher?effective teacher?

Qualities of Effective TeachersEFFECTIVE TEACHERS

Prerequisites

Organizing for Instruction

Classroom Management &

Instruction

Implementing Instruction

Monitoring Student

Progress & Potential

The Person

Job Responsibilities and Practices

Used with the Permission of Linda Hutchinson, Doctoral Student, The College of William and Mary

Background

Research Study

Essential Questions:

1. What do award-winning teachers of at-risk and/or highly mobile students do that makes them effective?

2. How do teachers in China and the United States compare?

Education in China (a little context)

Defining “At-risk”

Internal v. external factors

PovertyMobility“Border Children”“Minority”

OBSERVATION RESULTSOBSERVATION RESULTS

Classroom Observations

Observation Elements:• Instructional Activities• Level of Student Engagement• Cognitive Levels of Tasks• Learning Director

Observations in 5-minute intervals Questioning protocol

Instructional Activities Per Observation

Student Engagement Per Observation

1 = low engagement 2 = moderate engagement 3 = high engagement

Cognitive Level of Instructional Activities Per

Observation

1 = not evident 2 = evident 3 = highly evident

National Context of Teacher Effectiveness National Context of Teacher Effectiveness ResearchResearch

U.S. U.S. • Federal: No Child Left Behind (NCLB)Federal: No Child Left Behind (NCLB)• State: 50 systems of educationState: 50 systems of education• Focus on standards and individualityFocus on standards and individuality

ChinaChina• Nationwide curriculum reform since 2001 Nationwide curriculum reform since 2001 • Shift from memorization, drill, and Shift from memorization, drill, and

prescribed textbooks to practices that prescribed textbooks to practices that foster individuality, self-expression, foster individuality, self-expression, inquiry, creativity, and creative thinking inquiry, creativity, and creative thinking skillsskills

Method

Case Studies of six award-winning teachers in the US• 2-hour observation of teaching• Interview of beliefs about teaching and

teaching practices

Case studies of six award-winning teachers in China (same process) included here anecdotally

QuestioningQuestioningPercentage of Questions by Cognitive Demand for Percentage of Questions by Cognitive Demand for

Teacher-Generated and Teacher-Generated and

Student-Generated QuestionsStudent-Generated Questions

Teacher Teacher GeneratedGenerated

N=203N=203

Student Student GeneratedGenerated

N=50N=50

Low Cognitive Low Cognitive DemandDemand

38%38% 26%26%

Intermediate Intermediate Cognitive Cognitive DemandDemand

35%35% 56%56%

High Cognitive High Cognitive DemandDemand

27%27% 18%18%

U.S. Teachers

Only





N=203N=203


N=50N=50


38%38% 26%26%


35%35% 56%56%


27%27% 18%18%

Grant, Stronge, & Popp (2008)

U.S. Teachers

Only





N=203N=203


N=50N=50


38%38% 26%26%


35%35% 56%56%


27%27% 18%18%

Grant, Stronge, & Popp (2008)

U.S. Teachers

Only

INTERVIEW RESULTSINTERVIEW RESULTSUnited States TeachersUnited States Teachers

Qualities of Effective TeachersEFFECTIVE TEACHERS

Prerequisites

Organizing for Instruction

Classroom Management &

Instruction

Implementing Instruction

Monitoring Student

Progress & Potential

The Person

Job Responsibilities and Practices

Used with the Permission of Linda Hutchinson, Doctoral Student, The College of William and Mary

Background

Meeting At-Risk/Highly Mobile Student Needs

Affective Needs

Academic Needs

Technical Needs

Affective Needs

What does it mean?• Helping students develop a sense of belonging• Developing intrinsic motivation• Attending to emotional needs

What does it sound like?

I work hard to reduce stress in the classroom – to make it very comfortable and positive. I want to be seen as a helper/facilitator, not a dictator.

-- Jeana

Academic Needs

What does it mean?• Focusing on the academic achievement• Working toward academic progress

What does it sound like? I think [my relationship with students] it’s a big role because I take ownership into their learning process and involvement and there should be no question on their part that I’m a player and that they don’t stand alone. And I think that makes a big difference.

-- Janice

Technical Needs What does it mean?

• Focusing on the outside needs of at-risk/highly mobile students such as assistance with food, housing, referrals to agencies

• Considering relationship with parents in working with students

What does it sound like? It’s not that the parents don’t care and I find the parents increasingly supportive. But the reality is that they also come from highly dysfunctional homes.

-- Tanya

Interview Results: Proportion of Comments related to

Qualities of Effective Teachers

Interview Results: Proportion of Comments related to

Needs of Students

Interview Results: Proportion of Comments Related to Category

Affective Needs

.30

Academic Needs

.49

Technical Needs

.17

Other.05

Teacher Background(.04)

.004 .02 .002 .02

Teacher as a Person(.28)

.13 .06 .06 .03

Classroom Management(.15)

.07 .06 .02 0

Planning (.13) .01 .08 .04 0

Instructional Delivery(.21)

.04 .17 .003 0

Monitoring Students(.16)

.05 .09 .02 0

Other (.03) 0 .01 .02 0

Overall Themes

Affective and academic needs intertwined

High expectations for all students

Assessment integral to instruction

Application

1. Join a group2. Read the recommended practices3. Identify how you could

incorporate the suggestion4. Be ready to report out 1-2 ideas

Reporting Out

In advance

When the student arrives

While the student is enrolled

When the student leaves

Metaphors for Teaching Metaphors for Teaching Teacher VoicesTeacher Voices

Teaching students who are at-Teaching students who are at-risk/highly-mobile is like … risk/highly-mobile is like …

…fostering (planting) a piece of seed. You must have a correct values like nutrition, correct view of knowledge like sunshine, correct methods like the farmers’ work.

-- Mei (China)

… a Roller Coaster RideThere are incredible highs and incredible lows, but eventually you reach your destination if you just hang on. If you don’t mind being on a roller coaster, it’s the thrill of a lifetime.

-- Tanya

“… nothing, absolutely nothing has happened

in education until it has happened to a student”

Joe Carroll, 1994

Thanks for your attention!

Xianxuan XuXianxuan XuThe College of William The College of William & Mary& [email protected]

James H. StrongeJames H. StrongeThe College of William The College of William & Mary& [email protected]: Website: jhstro.people.wm.edu jhstro.people.wm.edu

Leslie W. GrantLeslie W. GrantOld Dominion Old Dominion University University 757.683.3315

[email protected]

Patricia PoppPatricia PoppThe College of The College of William and MaryWilliam and [email protected]

Documents

NAEHCY Annual Conference October 28, 2012 Patricia A. Popp, Ph.D. The College of William and Mary