1-Qualities of Effective Teachers

Report
Qualities of Effective Teachers
Teacher Effectiveness
Student Achievement
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Opening Questions
1. Why are effective teachers so
important?
2. What is an effective teacher?
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Why are effective
teachers so important?
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What factor had the largest effect
on student achievement?
Mixed Ability
Grouping?
Class Size?
Prior
Achievement?
The Teacher?
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What factor had the largest effect
on student achievement?
Mixed Ability
Grouping?
4
Class Size?
3
Prior
Achievement?
2
The Teacher?
1
Wright, Horn, & Sanders, http://www.sas.com/govedu/edu/ed_eval.pdf (1997)
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Influences on Student Achievement:
Explained Variance
Teachers
30%
Home
5-10%
School
5-10%
Peers
5-10%
Students
50%
Hattie, http://acer.edu.au/documents (2003)
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One-year Impact of
Effective vs.
Less Effective Teachers
ue
dicted ValScore
ading PreReading
Re
Predicted
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5th Grade Reading:
Predicted vs. Actual
280
Over-predicted:
The prediction was
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16 points higher
than
actual.
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270
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This student scored
exactly as predicted.
260
Under-predicted: The prediction
was 20 points lower than actual.
250
240
240
250
260
270
280
Actual
Reading
Actua
l Re aScore
di ng
The majority of predictions are very accurate.
Stronge, Ward, & Grant, Journal of Teacher Education (2011)
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Teacher Achievement Indices: Reading
30
20
10
Higher than
predicted growth
Lower than
predicted growth
0
20.00
30.00
40.00
50.00
60.00
70.00
Reading TAI
Stronge, Ward, & Grant, Journal of Teacher Education (2011)
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Dallas Research: Teacher Quality
4th Grade Math Achievement
100
90
80
70
60
50
40
30
20
10
0
Highly Effective
Ineffective
1st Grade
4th Grade
Dallas, Texas data: 2800-3200 students per cohort
Comparison of 3 “highly effective” & 3 “ineffective” teachers (Jordan, Mendro, & Weerasinghe, 1997)
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Dallas Research: Teacher Quality
4th Grade Reading Achievement
70
60
50
40
Highly Effective
Ineffective
30
20
10
0
1st Grade
4th Grade
Dallas, Texas data: 2800-3200 students per cohort
Comparison of 3 “highly effective” & 3 “ineffective” teachers (Jordan, Mendro, & Weerasinghe, 1997)
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Sequence of Effective Teachers
Low
Low
Low
High
High
High
52-54
percentile
points
difference
Sanders & Rivers (1996)
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Sequence of Effective Teachers
Low
Low
High
High
High
High
13
percentile
points
difference
Sanders & Rivers (1996)
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Residual Effect
Two years of effective teachers
could not remediate the
achievement loss caused by one
year with a poor teacher.
Mendro, Jordan, Gomez, Anderson, & Bembry (1998)
Time in School Year Needed to Achieve
the Same Amount of Learning
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75th Percentile
Teacher
25th Percentile
Teacher
0
1/4
1/2
3/4
1
Years Needed
Leigh, Economics of Education Review (2010)
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Time in School Year Needed to Achieve
the Same Amount of Learning
90th Percentile
Teacher
10th Percentile
Teacher
0
1/4
1/2
Years Needed
3/4
1
Leigh, Economics of Education Review (2010)
Percentile Gain
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Annual Student Achievement Gains
35
30
25
20
15
10
5
0
Class
Size
Reduction:
Quality
Class
Size
Reduction:24:1 TeacherTeacher
Quality Improvement:
to to
15:1
Improvement:
vs. 25 %tile
24:1
15:1
25th vs. 75th75
percentile
Barber, M., & Mourshed, M. (2007). How the world’s best-performing school systems come out on top. London:
McKinsey & Company. Retrieved from http://www.mckinsey.com/locations/ukireland/publications/pdf/
Education_report.pdf; Stronge, J.H., Ward, T.J., Tucker, P.D., & Grant, L.W., in preparation
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Spillover Effect
Student achievement rises
across a grade when a highquality teacher comes on board:
one-tenth to one-fifth the impact
of replacing the students’ own
teacher
Jackon & Bruegmann, American Economic Journal: Applied Economics (2009)
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What is an effective
teacher?
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The Enigma
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Qualities of Effective Teachers
EFFECTIVE TEACHERS
Background
Prerequisites
The Person
Job Responsibilities and
Practices
Classroom
Management &
Instruction
Implementing
Instruction
Organizing
for Instruction
Monitoring
Student
Progress &
Potential
Stronge, Qualities of Effective Teachers, ASCD (2007)
Diagram used with the Permission of Linda Hutchinson, Doctoral Student, The College of William and Mary
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Prerequisites of Effective Teachers
Which teacher factor is a strong
predictor of student achievement gains?
• Teacher experience
X
X
• Teacher level of education
• Type of teacher certification
X
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Prerequisite Characteristics
3%
Prerequisite
Characteristics
Other Teacher
Characteristics
97%
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The Teacher as a Person
Write a word or phrase to describe your most
memorable teacher:
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


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


Which of these qualities
is closest to your response?
Used cooperative learning
Gave great tests
Maintained control of the classroom
Had a major in mathematics
Cared about me
Made learning fun
Pushed me to succeed
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The Teacher as a Person
• Caring
• Fairness & Respect
• Attitude
• Reflective Practice
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Qualities of Effective Teachers
EFFECTIVE TEACHERS
Background
Prerequisites
The Person
Job Responsibilities and
Practices
Classroom
Management &
Instruction
Implementing
Instruction
Organizing
for Instruction
Monitoring
Student
Progress &
Potential
Stronge, Qualities of Effective Teachers, ASCD (2007)
Diagram used with the Permission of Linda Hutchinson, Doctoral Student, The College of William and Mary
Stronge and Associates
Educational Consulting, LLC
The Bottom Line
“… nothing, absolutely
nothing has happened
in education until it has
happened to a student”
Joe Carroll (1994)

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