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Why Do We Need Good Teachers?. Virginia Teacher Evaluation Project June 27-29 & August 2-4, 2011 James H. Stronge The College of William and Mary. Question 1: What impact does a teacher have on student learning?. One-year Impact of Effective vs. Less Effective Teachers. - PowerPoint PPT Presentation
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Why Do We Need Good Teachers?
Virginia Teacher Evaluation ProjectJune 27-29 & August 2-4, 2011
James H. StrongeThe College of William and Mary
Question 1:What impact does a
teacher have on student learning?
One-year Impact of
Effective vs. Less Effective
TeachersSource: Stronge, Ward, & Grant, accepted Journal of Teacher Education
240 250 260 270 280
Actual Reading
240
250
260
270
280
5th Grade Reading: Predicted 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:Effective 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
DifferentiationFocusClarityComplexityExpectationsTechnologyAssessmentVerbal FeedbackManagementOrganizationCaringFairnessRelationshipsResponsibilityEnthusiasm
Student Off-task Behavior
1Stronge, Ward, Tucker, & Hindman, 2008 2 Stronge, Ward, & Grant, accepted for JTE
Less Effective Teacher
(bottom quartile)
EffectiveTeacher
(top quartile)
Study 11 12 minutes 2 hours
Study 22 20 minutes 1 hour
Cumulative Effect:Three-year Impact
ofEffective vs. Less Effective Teachers
Source: Comparison of 3 “highly effective” & 3 “ineffective” teachers Jordan, Mendro, & Weerasinghe, 1997
Dallas Research: Teacher Quality
Dallas, Texas data: 2800-3200 students per cohortComparison of 3 “highly effective” & 3 “ineffective” teachers (Jordan, Mendro, & Weerasinghe, 1997)
Sequence of Effective Teachers
Low
High + 52-54Percentile
points
Low Low
High High
Source: Sanders & Rivers, 1996
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)
Influence of Ineffective Teachers
Arriving at school ready to learn …
2,100 20,000
600 5,000
Source: Lee & Burkam, 2002; West, Denton, & Germino-Hausken, 2000
Words Spokento Per Hour
Vocabulary as a5 Year Old
Parents withProfessional Jobs
Low SESFamilies
Time in School Year Needed to Achieve the Same Amount of
Learning
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
Stu-dents50%
Peers5-10%
School5-10%
Home5-10%
Teachers30%
Source: Hattie, J. Teachers make a difference: What is the research evidence. Retrieved November, 20, 2008 from http://acer.edu.au/documents
Annual 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
Estimates of Dismissing Ineffective Teachers & Student Achievement
(Adapted from Hanushek, 2008)
Question 2:What is an
effective teacher?
PREREQUISITESOF
EFFECTIVE TEACHERS
Background Characteristics
TEACHERAS A
PERSON
The Teacher as A Person
CaringFairness & RespectAttitudeReflective Practice
Qualities of Effective TeachersEFFECTIVE TEACHERS
Prerequisites
Organizing for Instruction
Classroom Management &
InstructionImplementing
Instruction
Monitoring Student
Progress & Potential
The Person
Job Responsibilities and Practices
Source: Stronge, Qualities of Effective Teachers, ASCD, 2007
Diagram used with the Permission of Linda Hutchinson, Doctoral Student, The College of William and Mary
Background
Virginia’s 2000Uniform Performance Standards
Instruction Assessment LearningEnvironment
Communicate/Comm Relation Professionalism
Domains
C-1 C-2 C-3
Communications/CR
A-1 A-2 A-3
Assessment
P-1 P-2 P-3
Professionalism
E-1 E-2 E-3
Learning Environment
Virginia’s 2011Uniform Performance Standards
Professional Knowledge
Instructional Planning
Instructional Delivery
Assessment of and for
Learning
Learning Environment
ProfessionalismStudent
AcademicProgress