ROGER TRAI N OR, DI REC TOREAST VALLEY (SPOKAN E) SCHOOL DISTRI C T
J . F. ROSAPEPE, D I REC TORSOUTH K ITSAP SCHOOL DISTRI C T
ROB ERT COFFEY, D IREC TOR MOUN T VERN ON SCHOOL DISTRI C T
Hiring and Supporting the Development of Great Teachers
The Impact of Great Teachers
The single most important factor affecting student learning is the effectiveness of the teacher.
High quality teachers have more effect on student achievement than does a 10 student decrease in average class size.
Teacher effectiveness is a 15 times stronger predictor of achievement scores than is class size or poverty.
The impact of a good teacher on achievement can still be measured for at least four years after a child leaves the classroom – regardless of the effectiveness of subsequent teachers.
The Impact of Great Teachers
Question:
So if teacher quality makes so much difference in student achievement, what strategies can your district use to attract and hire teachers with great potential and then support them on the job to become excellent in their field?
Hiring Survey Questions
What recruitment activities do you use in recruiting teachers?
What is the process you use to hire new teachers? What professional qualities and traits do you
look for when hiring? How do you validate your hiring process?
References
The more the better Dig deep –
due diligence Social networking RCW 4.24.730
Liability immunity
Hiring Roadblocks
Contract calendar Notification Budget Enrollment Primary hiring
qualities are subjective
How Do We Improve Teaching?
Our contentions: Our districts have done well recruiting bright,
hard working professionals. We shouldn’t use a lot of our resources trying
to remove those few teachers who lack the aptitude or work ethic to become skilled teachers.
We should primarily use our resources to support programs and leadership that optimize the skills and effectiveness of current staff.
There is a continual debate about the role and effectiveness of undergraduate programs designed to prepare classroom teachers.
1986 The Holmes Group report, “Tomorrow’s Teachers” made recommendations to improve the rigor of undergraduate teacher education and the professionalism of graduates.
Many curriculum changes have been made in response to these recommendations.
Teacher Undergraduate Education
Deborah Ball, Dean, School of Education, U. of Michigan
“We lack a reliable system to prepare professionals for practice. (We currently have)
field experience often focused more on reflection than on development of actual skill and judgment,
curriculum emphasizing knowledge and beliefs rather than practice,
inappropriate subject matter preparation, inadequate preparation for diversity of U.S.
classrooms.”
Teacher Undergraduate Education(continued)
Schools Need to be Teacher Learning Labs
Many Education graduates say they learned education theory in college, but didn’t get enough practical training to be prepared to teach.
Consequently our school districts need to ensure resources for teachers to learn on the job while they teach.
2009 National Staff Development Council Report
Research on the effectiveness of teacher professional development
Nine studies showed that intensive, sustained professional development efforts that offered an average of 49 hours per year boosted student achievement by 21 percentile points, Yoon et al.
Other studies evaluating programs with fewer hours of engagement (5-14 hours total) showed no significant effect on student learning.
2009 NSDC Comparison of the U.S. with Other OECD Countries
Nations that outperform the U.S. on student tests invest more heavily in professional learning and productive teacher collaboration.
Teachers in the U.S. are not getting adequate training in teaching special education or for teaching students with limited English proficiency.
U.S. teachers have limited influence in crucial decision-making on curriculum, assessment, and professional development.
Study: How Districts May Best Improve the Quality of Teaching
Interviewed 46 experienced, high caliber K-12 teachers.
Teachers, chosen by their principals, had an average of 17 years experience.
Posed eight questions to elicit opinions and recommendations.
Survey Questions
What experiences, education, or interactions have helped in learning your teaching craft?
What education or processes have been of little value?
What would you recommend to a new teacher? Are there any specific classes or coursework you
would recommend?
Survey Questions (continued)
What specific resources would you recommend? Rate the value of various learning activities. Provide your recommendations for districts
wishing to encourage and support teaching improvement.
Provide your recommendations to districts for promoting high expectations of teacher performance.
What Experiences, Education, or Interactions Have Helped in Learning Your Teaching Craft?
Peer collaboration Classroom observation of
good teachers in action Having a good mentor Multiday workshop/seminars
with direct classroom application and follow-up
SURVEY
What Education or Processes Have Been of Little Value?
Many workshops chosen by the districts One-day or after-school workshops Workshops emphasizing educational theory rather
than practical application Too many required workshops covering too many
areas with too little focus or continuity
SURVEY
What Would You Recommend to a New Teacher?
Participate in formal mentoring programs with experienced teacher mentors.
Observe other teachers and discuss teaching techniques with them.
Work within a team of grade-level or subject-grouped teachers.
Participate in substantive workshops on behavior management, subject content, or ELL strategies.
SURVEY
2009 National Staff Development Council Report
School based mentoring and collaboration programs for new teachers reduced attrition by half.
While many educators believe that mentoring programs greatly improve teacher effectiveness, research is not yet available that shows a significant impact of those programs on student achievement.
What Specific Classes or Coursework Would You Recommend?
AVID trainings (Advancement Via Individual Determination)
Math and science teaching workshops
Teaching English language learners Classroom behavioral management Economic and cultural background
of students Use of technology
SURVEY
What Specific ResourcesWould You Recommend?
AVID program materials Harry Wong’s
First Days of School Robert Marzano’s books on his
“high yield strategies” Doug Lemov’s
Teach Like a Champion
SURVEY
Teacher Ratings of Professional Development
Learning Activity Value (0 to 5)
Std.Dev.
Informal colleague discussions 4.4 ± 1.0Observing other teachers 4.4 ± 1.1Personally chosen mentor 4.1 ± 1.2Multi-day institutes/seminars 3.8 ± 1.1College graduate courses 3.7 ± 1.1Professional learning communities 3.6 ± 1.3
SURVEY
Teacher Ratings of Professional Development (continued)
Learning Activity Value (0 to 5)
Std.Dev.
Books of videos 3.5 ± 1.0District chosen mentor 3.0 ± 1.6Being observed 3.0 ± 1.6District arranged 1 day seminars 2.9 ± 1.3Application for ProCert or National Board
2.8 ± 2.0
SURVEY
2009 National Staff Development Council Report
Professional development should: Be intensive, ongoing, and
connected to practice Focus on student learning and
address the teaching of specific curriculum content
Align with school improvement priorities and goals
Build strong working relationships between teachers
Recommendations for Districts to Encourage and Support Continuous Teaching Improvement
They strongly endorsed teachers choosing their own professional development workshops.
Request frequent classroom visits from principals and other district leaders for communication and coaching.
District leadership should show they value teacher collaboration and peer classroom observation by funding those practices.
SURVEY
How Does/Should Your District Support Time for Teacher Collaboration?
Please take three minutes and exchange ideas with someone near you about how your districts schedule time for teacher collaboration or classroom observation. Should support for these activities be increased to benefit student achievement?
Recommendations for Districts to Promote High Expectations of Teacher Performance
Enunciate expectations clearly and frequently. Assess progress with data and frequent observations
to provide consistent, constructive feedback. Treat teachers with respect and trust them to use
their time to best advantage for student learning. Expect excellence and continuous improvement in
teaching and hold teachers accountable for this. Strongly support teacher peer collaboration.
SURVEY
Conclusions
Effective teachers are the best known effectors of improved student achievement.
High quality professional development may be the best place to put resources to improve teacher effectiveness.
Providing time for, and expecting, high quality peer collaboration is a valuable use of those resources.
Strong mentoring programs for new teachers reduce teacher drop-out rate and may significantly improve teacher effectiveness.
Conclusions (continued)
Expectations for continual improvement should be enunciated, coached, and assessed by principals.
Teachers benefit from well conceived intensive professional development workshops that feature hands-on learning and follow-up.
Teachers learn more if they are able to choose professional development from a district-vetted set of strong offerings in a range of subjects.
Can Good Teaching Be Learned – Building a Better Teacher, http://www.nytimes.com/2010/03/07/magazine/07Teachers-t.html
R. C. Wei, L. Darling-Hammond, A. Andree, N. Richardson, S. Orphanos, Professional Learning in the Learning Profession: A Status Report on Teacher Development in the U.S. and Abroad, National Staff Development Council, February 2009
Suggested Further Readings
Roger Trainor, DirectorEast Valley School [email protected]
J. F. Rosapepe, DirectorSouth Kitsap School [email protected]
Robert Coffey, Director,Mount Vernon School [email protected]
Questions?