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