Why Do We Need Good Teachers?
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Transcript of Why Do We Need Good Teachers?
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
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
Differentiation
Focus
Clarity
Complexity
Expectations
Technology
Assessment
Verbal Feedback
Management
Organization
Caring
Fairness
Relationships
Responsibility
Enthusiasm
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+ 52-54
Percentilepoints
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?
PREREQUISITES
OF
EFFECTIVE TEACHERS
Background Characteristics
TEACHER
AS A
PERSON
The Teacher as A Person
CaringFairness & RespectAttitudeReflective Practice
Qualities of Effective TeachersEFFECTIVE TEACHERS
Prerequisites
Organizing for Instruction
Classroom Management &
Instruction
Implementing 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 AssessmentLearning
EnvironmentCommunicate/
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