fifth annual summit on evidence-based education education at the crossroads: the state of teacher...
TRANSCRIPT
Fifth Annual Summit on
Evidence-Based Education
Education at the Crossroads:Education at the Crossroads:
The State of Teacher PreparationThe State of Teacher Preparation
The Wing InstituteThe Wing Institute
independent, non-profit operating foundation
promote evidence-based education policies and practices
act as a catalyst to facilitate communication, cooperation
and collaboration between individuals and organizations
currently engaged in the study and implementation of
evidence based education
The Wing Institute’s Strategic VisionThe Wing Institute’s Strategic Vision
Identify Identify exemplarsexemplars in evidence-based education in evidence-based education
Develop Develop networksnetworks to facilitate collaboration to facilitate collaboration
Provide support for new ideas, research, and publications
Facilitate cross-discipline cooperation
Engage in data-mining to identify, organize and display evidence on our web site
SUMMIT Participants: professional disciplinesSUMMIT Participants: professional disciplines
administrator
advocate
asst. superintendent
behavior analyst
case manager
community outreach
consultant
curriculum designer
executive director
parent
professor
psychologist
researcher
school administrator
school psychologist
spec. ed director
speech therapist
superintendent
teacher
SUMMIT Participants: OrganizationsSUMMIT Participants: Organizations
49 different organizations49 different organizations
77 consumer / parent / advocacy / public organizationsconsumer / parent / advocacy / public organizations parent groups advocacy groups CDE
service orgs teacher induction
1111 public school organizationspublic school organizationsschool districts SELPAs county office of ed
99 private education organizationsprivate education organizations
nonpublic schools nonpublic agencies private schools
1919 universitiesuniversitieseducation school psychology pediatricssocial welfare special education
33 research & policy organizationsresearch & policy organizations
PresentersPresentersJames Kauffman, Ph.D.James Kauffman, Ph.D.
Professor Emeritus of Education at the University of Virginia Professional interests: emotional or behavioral disorders, learning
disabilities, history of and policy in special education Published over 100 articles, co-editor of more than 20 books
Dan Reschly, Ph.D.Dan Reschly, Ph.D. Professor of Education and Psychology at Vanderbilt University Professional interests: response to intervention, special education system
reform, overrepresentation of minority youth, LD classification Principal Investigator in the National Comprehensive Center of Teacher
Quality
Larry Maheady, Ph.D.Larry Maheady, Ph.D. Professor Emeritus of Education at the University of Virginia Professional interests: improving academic performance of all students in
inclusive settings, peer-mediated learning, teacher preparation Associate Editor and Reviewer for eight education and psychology journals
Summit HousekeepingSummit Housekeeping
Next Summit: April 21, 2011
Resource Packet (Flash Drive)
Knowledge Network
Schedule
Breaks
Lunch
Time management (groups, report outs)
Summit Feedback Survey
Networking
Today’s Topic: Teacher Preparation
RelevanceRelevance
PerspectivePerspective
Data-miningData-mining
Structural Solutions vs. Classroom TeachingStructural Solutions vs. Classroom Teaching
Most school reform strategies:
are driven by ideology, preferences, hunches, and fads
emphasize unproven, simplistic solutions
focus on structural, popular “beliefs” of what will work
Structural Fix: Increased Funding for EducationStructural Fix: Increased Funding for Education
SOURCE: U.S. Department of Education, National Center for Education Statistics. (2009). Digest of Education Statistics, 2008 (NCES 2009-020), Chapter 2 and Table 179.
IES National Center for Education Statistics Digest of Educational Statistics: 2008
Structural Fix: Increased Pay for TeachersStructural Fix: Increased Pay for Teachers
Structural Fix: More Highly Qualified TeachersStructural Fix: More Highly Qualified Teachers
Structural Fix: More “Credentialed” TeachersStructural Fix: More “Credentialed” Teachers
SOURCE: National Education Association, Status of the American Public School Teacher, 2000-01. (This table was prepared August 2003.)
Structural Fix: Advanced Degrees for Teachers Structural Fix: Advanced Degrees for Teachers
Master’s Degrees
Bachelor’s Degrees
Structural Fix: More Board Certified TeachersStructural Fix: More Board Certified Teachers
Smith & Ingersoll, 2004
Structural Fix: More Induction Support for TeachersStructural Fix: More Induction Support for Teachers
Structural Fix: Class Size ReductionStructural Fix: Class Size Reduction
32 States now have class size reduction programs in law:
Texas (1983) California (1996)
Tennessee (1989) New York (1997)
Minnesota (1990) Florida (2002)
Structural Fix: Class Size ReductionStructural Fix: Class Size Reduction
Structural Fix: School ChoiceStructural Fix: School Choice
TRENDS IN THE USE of SCHOOL CHOICE: 1993 To 2007, IES
There are currently over 5,000 Charter schools in the United States
U.S. Department of Education, National Center for Education Statistics
Structural Fix: More Charter SchoolsStructural Fix: More Charter Schools
Structural Fix: Major School Reform InitiativesStructural Fix: Major School Reform Initiatives
A Nation at Risk (1984)
Goals 2000 (1994)
No Child Left Behind (2001)
A History of Structural Fixes
SCHOOL RESOURCES
increase funding for students
higher pay for teachers
TEACHER QUALITY
more “Highly Qualified Teachers” (NCLB)
more teachers with credentials
more teachers with advanced degrees
more teachers with professional certifications (NBPTS)
comprehensive induction for new teachers
SCHOOL MODELS
smaller class size
school choice
charter schools
SCHOOL REFORM INITIATIVES
A Nation at Risk
Goals 2000
No Child Left Behind
✔✔
✔✔✔
✔
✔
✔
✔✔✔
✔
✔
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1978, 1982, 1986, 1990, 1992, 1994, 1996, 1999, 2004, and 2008 Long-Term Trend Mathematics Assessments.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1992, 1994, 1998, 2000, 2002, 2003, 2005, and 2007 Reading Assessments.
Structural Fix: Class Size ReductionStructural Fix: Class Size Reduction
Legislatively mandated four year comprehensive study.
Major CA research orgs: AIR, RAND, PACE, WestEd, EdSource
Conclusions (Final Report):
1. The relationship of CSR to student achievement was inconclusive…attribution to any gains in scores to CSR is unwarranted.
2. Students in CSR received more individual attention, but similar instruction and curriculum.
3. CSR remains very popular with parents and teachers.
CSR Research Consortium
Structural Fixes Effective Classroom Teaching
SCHOOL RESOURCES
increase funding for students
higher pay for teachers
TEACHER QUALITY
more “Highly Qualified Teachers” (NCLB)
more teachers with credentials
more teachers with advanced degrees
more teachers with professional certifications (NBPTS)
comprehensive induction for new teachers
SCHOOL MODELS
smaller class size
school choice
charter schools
SCHOOL REFORM INITIATIVES
A Nation at Risk
Goals 2000
No Child Left Behind
✔✔
✔✔✔
✔
✔
✔
✔✔✔
✔
✔
Today’s Presentations
Data-Mining and Teacher Preparation Jack States
Teachers at the Crossroads - A Systems Perspective Ronnie Detrich
Science and the Education of Teachers James Kauffman
Overcoming Gaps Between Evidence-Based
Instructional Practices and Current Preparation
of General and Special Education Teachers Dan Reschly
Comprehensive Teacher Induction: What We
Know, Don't Know, and Need to Know Soon Larry Maheady
Thanks for Coming!
The Ernie Wing Award The Ernie Wing Award for for
Excellence in Evidence-based EducationExcellence in Evidence-based Education
The award is presented to an individual for outstanding achievement in
Evidence-based Education
efficacy research effectiveness research
implementation monitoring
replicability and sustainability
The Ernie Wing Award The Ernie Wing Award Previous WinnersPrevious Winners
20072007 Marty CavanaughMarty Cavanaugh
NeverstreamingNeverstreaming
20082008 George Sugai and Rob HoernerGeorge Sugai and Rob Hoerner
Positive Behavior SupportPositive Behavior Support
20092009 Suzanne Fitch, Ken Traupmann, Kent JohnsonSuzanne Fitch, Ken Traupmann, Kent Johnson
Data-Based Decision Making OrganizationsData-Based Decision Making Organizations
The 2010 Ernie Wing Award The 2010 Ernie Wing Award
Hill M. Walker
in recognition of his lifetime achievements in the
research, development and advocacy of
Evidence-based Solutions for
Children with Behavior Disorders
• One of first to apply public health service model to children’s social emotional development.
• Developed the Systematic Screening of Behavior Disorders (SSBD)-an empirical approach to identifying those students who are at risk for behavior disorders.
• Developed First Step to Success, which has been empirically validated as an effective approach for improving the social behavior of early elementary grade students.
• Has written extensively on the need to use evidence-based interventions to address to social and academic development of children.
• Is the Co-Director of the Institute for Violence and Destructive Behavior.
• Co-Editor of Interventions for Academic and Behavior Problems-now in its third edition. One of the most influential works published by NASP.