Categories for Education Resources

How can schools best provide teacher inservice training?

November 12, 2020

Teacher Inservice Professional Development. he American education system values in-service training to improve teacher performance, spending an average of $18,000 annually per teacher. Like many promising practices, it has failed to produce as promised. Schools invest extensively in teacher induction in the early years of a teacher, supplemented with in-service training throughout the teacher’s career. Unfortunately, this training is often delivered in unproductive ways, for example, workshop sessions that commonly rely on passive didactic techniques, such as lecturing or reading, shown to have minimal or no impact on the teacher’s use of the practices in the classroom. This is especially true when the outcome, using the practices in the classroom, is assessed. Coaching-based clinical training, with the teacher practicing skills on students in a classroom setting and receiving feedback from the coach, has been found to produce the best results. Sustained professional development with scope and sequence curriculum, accompanied by manuals for interventions in which the teacher is being trained, is superior to single events. Computer-assisted instruction as a companion to systematic training techniques identified above has been found to be a cost-effective adjunct staff development tool.

Citation: Cleaver, S., Detrich, R., States, J. & Keyworth, R. (2020). Overview of Teacher Inservice. Oakland, CA: The Wing Institute. https://www.winginstitute.org/in-service-professional-development

Link: https://www.winginstitute.org/in-service-professional-development

 


 

What is the cost of coaching teachers?

November 12, 2020

Assessing the Cost of Instructional Coaching. Each year school systems spend approximately $15 million per school year, $230 per student, and $3,390 per teacher, totaling 2.9% of the operating budget, to provide a variety of professional development opportunities from workshops to coaching to whole-school development (Cleaver, 2020). Research suggests coaching is one of the most effective methods for increasing the effectiveness of professional development. 

Over the past twenty years, the popularity of school-based instructional coaching has grown. But one obstacle to the wide-spread use of coaching is the cost of delivering the service. This paper examines the resources needed for coaching and offers a framework for measuring these costs. The author finds coaching costs range from $3,260 to $5,220 per teacher. These are substantial expenses. Given limited education budgets, policymakers need to conduct cost/benefit analyses that compare traditional professional development methods such as workshops. This study lays the groundwork for cost-effectiveness studies by presenting a framework for measuring costs and reporting costs of a specific program.  

Another valuable resource for determining a return on investment for education interventions is Stewart Yeh’s 2007 study, The cost-effectiveness of five policies for improving student achievement. Yeh offers a framework for utilizing a practice effect size and costs of the practice to determine what method is best suited given a school’s current budget. Incorporating cost-benefit analyses into schools’ decision-making process is essential if educators make the most informed decisions impacting student outcomes. 

Citation: Knight, D. S. (2012). Assessing the cost of instructional coaching. Journal of Education Finance, 52-80.

Yeh, S. S. (2007). The cost-effectiveness of five policies for improving student achievement. American Journal of Evaluation28(4), 416-436.

Linkhttps://www.researchgate.net/profile/David_Knight28/publication/236780276_Assessing_the_Cost_of_Instructional_Coaching/links/57fbca5008ae6ce92eb2afe3/Assessing-the-Cost-of-Instructional-Coaching.pdf

https://journals.sagepub.com/doi/abs/10.1177/1098214007307928

 


 

What is the impact of pre-service coaching on teacher candidate’s skills?

November 10, 2020

Teacher coaching in a simulated environment. This paper looks at whether providing coaching between practice sessions in teacher education courses leads to the more rapid development of skills and changes in teachers’ beliefs about student behavior, using mixed-reality simulations as a practice space and standardized assessment platform. The authors randomly assigned 105 prospective teachers to different coaching conditions between simulation sessions integrated into a teacher preparation program. 

The study attempts to answer two critical questions: (1) Does an increase in coaching supports (both dosage and type) lead to more significant improvements in candidates’ practice from one simulation to the next. (2). Will coaching supports also alter candidates’ perceptions of student behaviors and appropriate “next-steps” for addressing such behaviors, even though the coaching protocols do not directly target candidates’ beliefs and behavior plans for students. The study provides causal evidence about how to quickly improve essential teaching skills in the context of an education classroom management course, an important and understudied topic in general education teacher preparation literature. In addition to demonstrating that short coaching sessions can dramatically improve candidates’ redirection skills, the authors find significant coaching effects on candidates’ perceptions of student behavior and ideas about the next steps for addressing perceived behavioral issues. 

In summary, coached candidates had substantial and considerable improvements in skills relative to those who only reflected on their teaching. This research indicates that repeated practice opportunities alone may not improve teaching skills as efficiently and effectively as coaching between sessions. Without outside support, self-reflection can have potentially harmful effects. Findings suggest that skills with which novices struggle can improve with coaching and do not have to be learned “on the job.”

Citation: Cohen, J., Wong, V., Krishnamachari, A., & Berlin, R. (2020). Teacher coaching in a simulated environment. Educational Evaluation and Policy Analysis42(2), 208-231.

Linkhttps://journals.sagepub.com/doi/abs/10.3102/0162373720906217?journalCode=epaa

 


 

How does professional development impact student mathematics and science outcomes?

November 10, 2020

Effects of Teacher Professional Development on Gains in Student Achievement: How Meta-Analysis Provides Scientific Evidence Useful to Education Leaders. This meta-analysis examines completed studies of effects of professional development for K-12 teachers of science and mathematics. The researchers wanted to answer the following questions: (1) What are the effects of content-focused professional development for math and science teachers on improving student achievement?; and (2) What characteristics of professional development programs (e.g., content focus, duration, coherence, active learning, and collective participation of teachers) explain the degree of effectiveness, and are the findings consistent with prior research on effective professional development? 

This meta-analysis of professional development programs in mathematics and science found that 16 studies reported significant effect sizes for teacher development in relation to improving student achievement. These studies reported effect sizes for student achievement gains for a treatment group as compared to a control group and the studies provided adequate data and documentation for the research team to compute or re-analyze effect sizes. The analysis also confirms the positive relationship to student outcomes of key characteristics of design of professional development programs. 

Citation: Blank, R. K., & De las Alas, N. (2009). The Effects of Teacher Professional Development on Gains in Student Achievement: How Meta Analysis Provides Scientific Evidence Useful to Education Leaders. Council of Chief State School Officers. One Massachusetts Avenue NW Suite 700, Washington, DC 20001.

Linkhttps://files.eric.ed.gov/fulltext/ED544700.pdf

 


 

How can teachers more effectively deliver praise?

October 19, 2020

Tier I Implementation Supports for Classroom Management: A Pilot Investigation Targeting Teachers’ Praise. Research strongly supports the efficacy of classroom management strategies for improving conduct and academic achievement. Despite the compelling evidence-base on the potential impact of these strategies, teachers struggle to implement classroom management practices effectively. This study examines the effects of a pilot evaluation of an implementation support package for promoting teachers’ delivery of praise for students’ behavior. This research suggests the support package intervention increases teachers’ behavior-specific praise, heightened praise-to-correction ratios, and increases in students’ on-task behavior.

Citation: Zakszeski, B., Thomas, L., & Erdy, L. (2020). Tier I implementation supports for classroom management: A pilot investigation targeting teachers’ praise. School Psychology35(2), 111.

Links: https://psycnet.apa.org/record/2020-13333-001

https://www.researchgate.net/publication/339593423_Tier_I_Implementation_Supports_for_Classroom_Management_A_Pilot_Investigation_Targeting_Teachers%27_Praise

 


 

What practices are critical for creating a school-wide behavior management system?

October 14, 2020

Sustaining and Scaling Positive Behavioral Interventions and Supports: Implementation Drivers, Outcomes, and Considerations. Positive behavior interventions and supports (PBIS) is a system-wide conduct management approach designed to increase student behavior consistency in schools. PBIS was introduced with the reauthorization of the Individuals with Disabilities Education Act in 1997. This paper examines the 25-year history of the PBIS implementation experience, including the core features of PBIS as a multi-tiered framework and the process and outcomes for implementing PBIS across over 26,000 schools. The authors summarize the national outcome data of PBIS implementation, and they propose future directions and considerations, improving scaling up services and sustainability of school-wide behavior management strategies.

Citation: Sugai, G., & Horner, R. H. (2020). Sustaining and scaling positive behavioral interventions and supports: Implementation drivers, outcomes, and considerations. Exceptional Children86(2), 120-136.

Link: https://journals.sagepub.com/doi/abs/10.1177/0014402919855331

 


 

What classroom management strategies produce consistent results?

October 14, 2020

Evidence-based practices in classroom management: Considerations for research to practice. The purpose of this paper is to synthesize and summarize the research base on evidence-based classroom management strategies. Twenty practices are identified as having sufficient evidence to be recommended for use school-wide and in classrooms. An assessment tool is included for educators to evaluate and maximize the impact of potential classroom management practices.

Citation: Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and treatment of children, 351-380.

Linkhttps://www.researchgate.net/profile/George_Sugai/publication/236785368_Evidence-based_Practices_in_Classroom_Management_Considerations_for_Research_to_Practice/links/575802c208ae04a1b6b9a5ba/Evidence-based-Practices-in-Classroom-Management-Considerations-for-Research-to-Practice.pdf

 


 

How can principals improve teacher classroom management?

October 14, 2020

Using Coaching with Video Analysis to Improve Teachers’ Classroom Management Practices: Methods to Increase Implementation Fidelity. Research strongly supports effective classroom management as essential for quality instruction and teacher satisfaction. Unfortunately, in-service training for teachers in classroom management practices frequently fails to achieve the desired results. Didactic lectures do not offer sufficient opportunities to practice new techniques, and little time is available for feedback on the effective use of newly acquired skills. Coaching with embedded video-analysis is one method for providing teacher consultation services utilizing technology to record teaching sessions, watch and analyze recordings, identify a target area for improvement, and use the information gained to improve practice. As general education teachers’ role in working with students with challenging conduct grows, coaching with video-analysis may improve implementation fidelity and sustainability of evidence-based classroom management practices. This study finds coaching with video-analysis increased the implementation of evidence-based classroom management practices.

Citation: Lane, C., Neely, L., Castro-Villarreal, F., & Villarreal, V. (2020). Using Coaching with Video Analysis to Improve Teachers’ Classroom Management Practices: Methods to Increase Implementation Fidelity. Journal of Technology and Teacher Education28(3), 543-569.

Linkhttps://www.learntechlib.org/primary/p/215683/

 


 

What are effects of principals on critical outcomes?

September 24, 2020

The Effect of Principal Behaviors on Student, Teacher, and School Outcomes: A Systematic Review and Meta-Analysis of the Empirical Literature. School principals are commonly associated with improving teaching and learning conditions in schools, but what does the research tell us about the leadership strategies principals should focus on to boost student and teacher outcomes. This study offers four chief findings. First, there is evidence for the relationship between principal behaviors and student achievement. Secondly, there is evidence to support the school principal’s impact on teacher job satisfaction and effectiveness. Thirdly, research supports the role principals play in improving teacher instructional practices. Finally, principals are essential to sustaining the overall organizational health of the school. The study also concludes that more research is needed to establish a cause and effect relationship lacking in the current research base.

Citation: Liebowitz, D. D., & Porter, L. (2019). The effect of principal behaviors on student, teacher, and school outcomes: A systematic review and meta-analysis of the empirical literature. Review of Educational Research89(5), 785-827.

Link: https://aefpweb.org/sites/default/files/webform/44/Liebowitz_Porter_2019_AEFP.pdf

 


 

Are disadvantaged students at greater risk when they miss out on school?

September 3, 2020

The Summer Slide: Fact or Fiction? For over fifteen years, it has been conventional wisdom that disadvantaged students fall behind their advantaged peers during summer breaks. Correlational research appears to support this conclusion, Wing Institute Data Mining. This pattern has led researchers such as Alexander, Entwisle, and Olson (2007) and Allington & McGill-Franzen (2018) to conclude that differential gain/loss over the summer thoroughly explains the gap in achievement advantaged and disadvantaged students. Recent studies of summer slide are finding results that call summer slide into question (Kuhfeld, 2019; Quinn et al., 2016), or agree that summer losses are similar for advantaged and disadvantaged students (Atteberry & McEachin, 2020).

Citation: Slavin, R. (2020). The Summer Slide: Fact or Fiction? Baltimore, MD.: Bet Evidence Encyclopedia. https://robertslavinsblog.wordpress.com/2020/08/20/the-summer-slide-fact-or-fiction/

Linkhttps://robertslavinsblog.wordpress.com/2020/08/20/the-summer-slide-fact-or-fiction/