teacher-leadersteacher-leaders being all you can be

Teacher-LeadersTeacher-LeadersTeacher-LeadersTeacher-LeadersBEING ALL YOU CAN BEBEING ALL YOU CAN BE

Teacher-Leaders learn To Engage StudentsWith Research-based

InstructionalStrategies

Keller’s ARCS of TRIUMPH

•Attention – arouse & sustain•Relevance to learner’s needs•Confidence-capable of success•Satisfaction – proud of what they do

Changes will ALWAYS need to be Made!

Teacher-Leaders ARE •“Change Agents”•Creating New Knowledge

together Builds Relationships•There is a Moral Imperative to

help the entire organization grow

Teacher-Leaders

•Grow in a Community of Professional Learners

•If need be they Change the Context easier to change behavior

Teacher-Leaders…•Establish a Mutual Vision –

High Expectations for All•Use Disciplined Inquiry in

Data-driven Decision-making•Have Moral Purpose—do the

right thing & want to make a difference

Teacher-Leaders•Understand the Responsibility to Collaborate with other Teacher-Leaders Team Players

When Things Need to Change…

•“A great many people think they are thinking when they are merely rearranging their prejudices.”

William James


•“Life is change. Growth is optional. Choose wisely.”

Karen Kaiser Clark


•“I can’t understand why people are frightened of new ideas. I’m afraid of the old ones.”

John Cage


•“All progress is precarious, one solution to a problem brings us face to face with another problem”

Martin Luther King, Jr.


•“It isn’t that they can’t see the solution. It is that they can’t see the problem.”

G.K.Chesterton


•“I never give them hell. I just tell the truth and they think its hell.”

Harry S. Truman


•“You must be the change you wish to see in your world.”

Gandhi


•“Example is not the main thing in influencing others, it’s the only thing.”

Albert Schweitzer


•“I not only use all the brains I have, but all I can borrow.”

Woodrow Wilson


•“You can’t jump a twenty-foot chasm in two ten-foot leaps.”

American Proverb

Are You Ready to Take the Leap?

Scientific Based Scientific Based Research:Research:

Doing What WorksDoing What Works

Scientific Based Scientific Based Research:Research:

Doing What WorksDoing What Works

Wendy Russell and Emily Wendy Russell and Emily CrandallCrandall

Region III Comprehensive CenterRegion III Comprehensive Center

May 8, 2003May 8, 2003

Today’s Outcomes•To raise awareness of the importance and relevance of research for student achievement

Necessary Skills

•To develop skills in research to identify what works.– Define Scientific-Based Research

(SBR)– Assess research quality– Use research in your decision making

NCLB Shifts Emphasis•The push towards scientifically-

based research is the federal

government’s most visible

effort to shift education

practice in a different direction.

How do you make decisions about

programs and practices?

ProfessionalWisdom

External evidence

Where Are You On the Research Road?

Why SBR?

•Schools have largely based their practice on “tradition, superstition, professional wisdom, and anecdotal stories.”

•Too much money has been invested in education and wasted in programs that do not get the intended results.– Valerie Reyna, Deputy Director

Office of Educational Research and Improvement

Primary Goal of SBR•Ensure that programs have been proven effective and are more likely to benefit students when used.

NCLB Legislation Goals

•One hundred percent proficiency for ALL students in 12 years.

•The method for achieving this goal is data-driven decision-making and transforming education into an evidence-based profession that utilizes SBR.

NCLB Defines Scientific Inquiry

•Use scientific method with an emphasis on experimental control (or comparison) groups

•Replication of results, using multiple studies by different investigatorsWhat makes research scientific is not the motive for carrying it out, but the manner in which it is carried out.

Before you Request a PO

•Know Your Research!•http://www.arp.sprnet.org/default/admin/FORMS/materials_requested.htm

•Ability to generalize results from one sample to others in the general population

•Fulfillment of rigorous standards with an emphasis on peer review (Peer Reviewed Journals)

•Convergence (or consistency) of results between studies.

Research 101• Two types of research

1. Collecting numbers – quantitative2. Collecting observations – qualitative

• Three purposes for research1. To assess the implementation and

replicability of the reform practice or program.

2. To test a theory behind a practice or program.

3. To measure impact, effectiveness of the practice or program.

HINT•The abstract will tell you the type and purpose of the study.

Different Research Designs for Different Purposes

• Implementation and replicability–Type – Quantitative or Qualitative

• Theoretical Base–Type -- Quantitative or Qualitative

• Evidence of Effectiveness–Type -- Quantitative

Implementation and Replicability

• Asks:–How was practice or program implemented?

– In what setting?–Under what conditions?

Theoretical Base•Asks:

–What is the theory behind this practice or program?

–What are the theory’s guiding principles?

–What does the theory explain?

Evidence of Effectiveness

•Is there evidence showing that this practice or program improves student achievement?

•Really, the only method approved by NCLB --Core of SBR

Hierarchy of Evidence

Case Studies

Correlational studywithout statistical controls

Correlational studywith statistical controls

Quasi-experimental

RandomizedTrial

Valerie Reyna, OERI

Systematic Rigorous Methodology

• Gold Standard– Random Assignment (Experimental)

• Silver Standard– Control Group-Non Random (Quasi-

experimental)• Bronze Standard

– Case Study• Lead Standard

– Testimonial, opinion, Intuition, Small sample, Selective criteria

Scientifically Based Research:

Gold Standard•Experimental study

– Research Type – Quantitative

•Determines potential between practice or program and student achievement

•Controls all of the following:– Environment– Intervention (practice or program)– Subject selection (random

sampling)•Shows change in outcome as

a result of treatment

Promising Research:Silver Standard

•Quasi-experimental study–When it is not possible to control for at least one of the three elements of experimental design: • Environment• Intervention• Assignment to experimental or control groups

–Cannot determine causality

Bronze StandardSupplemental Research•Reports the way things are

•Includes both quantitative and qualitative data

• Descriptive – data summarized and simplified.

• Effects on student achievement cannot be attributed directly to the intervention.

• Hey! But this is More Fun to Read!

Bronze StandardSupplemental

Research

Whose Research Findings Should I Use?

•Findings/Conclusions Based on:–Multiple studies

– Independent studies

–Peer Reviewed

–Published

–Strong criteria for SBR

Available Evidence

Bronze70%

Silver25%

Gold5%

Become a savvy consumer of research. Only 5% or less of available research evidence is at Gold SBR Standard

Quality and Quantity Challenge

•Where you go to find research is important.

•Debate, discussion and the review process are important.

Peer Reviewed Journals Not Joe Bob’s Blog

• Find quality of works while using the research currently available.

• Context matters.• Need for accumulation of

studies in order to establish scientific certainty.

Components of all Research Studies

•Abstract•Objective (problem/purpose)•Research

procedure/methodology•Findings•Discussion Section•Conclusion

Professional Wisdom

“…school leaders will need to rely on the best available empirical evidence and some degree of professional judgment in creating their programs.”

CSR Program Guidelines

Using Professional Judgment

• Being a critical consumer• Examining research to determine

whether it is relevant to your context.• Synthesizing findings across studies• Incorporating the evidence into the

decision-making process.

Research-Based Decision Process

•Step One: Gather relevant, quality research– Identify research that is:

• Of high quality• Current (within 5 years• Focused on your interest• Researched in schools/programs like yours

–Make sure search is extensive to capture all evidence and analysis


•Step Two: Interpret Research for your Context

•Synthesize findings gathered•Revisit needs•Revisit and refine focus questions•Narrow the range of possible

solutions/interventions•Make a judgment of the effectiveness of an

intervention from the studies.


•Step Three: Make your case–Make links between

•Identified needs•Programs and practices that can address

these needs directly•Evidence from the highest quality research

available to support the effectiveness of these interventions on student achievement.

More informationNational Clearinghouse for Comprehensive School Reform

www.goodschools.gwu.eduWhat Works Clearinghousew-w-c.org e-mail updates: [email protected]

Final Point•Scientific research in education is

about accumulating knowledge.

•Using the Knowledge is about Educating Successful Students.

NRC, Scientific Research in Education

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