What We What We Know About Know About
Teacher Teacher Preparation Preparation Programs Programs
Jack StatesJack StatesRonnie DetrichRonnie Detrich
Randy KeyworthRandy KeyworthABAI - 2010ABAI - 2010
Big Ideas!
1. Instructional Interventions can make a big difference in achievement
2. Teachers make a difference in achievement
3. NCLB highly qualified requirements may be off target
4. Current preparation models are not making a difference
5. Insufficient research on how preparation programs are performing against critical teaching skills
(Effectiveness Cost Ratio = Effect Size/Cost Per Student)
Yeh, S. S. (2007). The cost-effectiveness of five policies for improving student achievement. American Journal of Evaluation, 28(4), 416-436.
What We KnowWhat We KnowThe impact of structural interventions has been disappointing
The Impact of What Happens in the Classroom
Visible Learning, Hattie, J (2009)
Medium
What We KnowTeachers are very important: Effect Size .20 - .407% - 21% of student gains can be attributed to teacher effectiveness(Nye et al., 2004)
How Does NCLB DefineHow Does NCLB Define “Highly Qualified”? “Highly Qualified”?
1. Full State licensure or certification
(No emergency, temporary, or provisional basis)
2. A bachelors degree
3. Demonstrate knowledge of subject areas
Constantine, J., Player D., Silva, T., Hallgren, K., Grider, M., and Deke, J. (2009). An Evaluation of Teachers Trained Through Different Routes to Certification, Final Report (NCEE 2009- 4043). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
What We Know What We Know - No Child Left Behind mandates full state certification- In 2004-05 approximately 1 in 7 teachers did not meet standard
SOURCE: National Education Association, Status of the American Public School Teacher, 2000-01. (This table was prepared August 2003.)
SOURCE: American National NAEP Reading Scores 1990 through 2007. U.S. Department of Education
Literature Review Studying Teacher Education: The Report of the AERA Panel on Research and Teacher Education (2005)Creating Effective Teachers: Concise Answers for Hard Questions (2003)
Subject matter impact
negligible
What We Know- No Child Left Behind mandates subject matter competency- Subject matter effect size: .06 - .12
What Preparation Model Works Best?
Four year vs. five year programs
National certification
Accredited training programs
✔
✔
✔
Andrew 1990 and Andrew and Schwab 1995
What We Know: 4 vs 5 year preparation - No rigorous studies to give us the answer – best is survey based data- Despite cost and questionable results extended programs grow
National Board Certification and Teacher Effectiveness: Evidence from A Randomized Assigned Experiment, December 2008
What We KnowWhat We Know82,000 teachers are NBPTS certified nationwide
National Certification National Certification Has Minimal Impact on Has Minimal Impact on
Improving Student Improving Student AchievementAchievement
WWhhaatt WWee KKnnooww
No rigorous research is available regarding achievement and National Council for the Accreditation of Teacher Education (NCATE)
Rigorous Research on
Student Achievement
Absent
Critical Teaching Skills
Active teaching
Classroom behavior management
Classroom organization
Formative assessment
Subject matter
Curriculum
✔✔✔
✔
✔✔
The Impact of What Happens in the Classroom
Visible Learning, Hattie, J (2009)
Medium
What Schools Are TeachingWhat Schools Are Teaching
Response to Intervention and Teacher Preparation, Spear-Swerling, 2008
What Are Colleges Teaching?
Only 15%Teach All
50%Teach 2 or less
50%Teach 2 or less
53%Teach 2 or
less
What Education Schools Aren't Teaching About Reading and What Elementary Teachers Aren't LearningWalsh et al. 2006
Pedagogy How Are Teachers Taught?
Definition
The science of teaching referring to theories of learning, strategies of instruction, and methods for teaching.
• Didactic presentation – lectures• Reading - materials• Discussion• Computer instruction• Role playing • Simulation• Demonstration• Coaching
What We Know About Teaching
Student Achievement Through Staff Development, Joyce & Showers, 2002
What We Know There are no data to know how widely coaching is employed
The principal measure was
“Attitude Change” and only 3 out of 107
were experimental
AERA Report : Studying Teacher Education, 2005
How Are Teaching Candidates Assessed?How Are Teaching Candidates Assessed?
Response to Intervention and Teacher Preparation, Spear-Swerling, 2008
no examples no examples based on based on
achievementachievement
Student Achievement
What is the knowledge base linking teacher preparation programs and
student achievement?
Value Added Modeling
VAM: Statistical techniques to assess the impact variables such as schools or teachers on student achievement
Summary
1. Teaching and Teachers make a difference
2. Current methods of preparing teachers either are not supported by research or rigorous research is non-existent
3. There is a strong knowledge base for what skills teachers need, but there is little data to show we are do it
4. Coaching is critical for effectively preparing teachers, but little data on how it is used