Categories for Policy Initiatives

Is professional development training retained?

April 12, 2021

Does Teacher Learning Last? Understanding How Much Teachers Retain Their Knowledge After Professional Development. Teacher professional development (PD) is seen as a promising intervention to improve teacher knowledge, instructional practice, and ultimately student learning. While research finds instances of significant program effects on teacher knowledge, little is known about how long these effects last. If teachers forget what is learned, the contribution of the intervention will be diminished. Using a large-scale data set, this study examines the sustainability of gains in teachers’ content knowledge for teaching mathematics (CKT-M). Results show that there is a negative rate of change in CKT after teachers complete the training, suggesting that the average score gain from the program is lost in just 37 days.

Citation: Liu, S., & Phelps, G. (2020). Does Teacher Learning Last? Understanding How Much Teachers Retain Their Knowledge After Professional Development. Journal of Teacher Education71(5), 537-550.

Link: https://www.researchgate.net/profile/Geoffrey-Phelps/publication/337356641_Does_Teacher_Learning_Last_Understanding_How_Much_Teachers_Retain_Their_Knowledge_After_Professional_Development/links/5ed1530c92851c9c5e6640b0/Does-Teacher-Learning-Last-Understanding-How-Much-Teachers-Retain-Their-Knowledge-After-Professional-Development.pdf

 


 

What is the impact of student teachers on student’s performance?

April 12, 2021

Exploring the impact of student teaching apprenticeships on student achievement and mentor teachers.The authors examine the impact of preservice teachers on student achievement during the apprenticeship training and in the future. While the average causal effect of hosting a student-teacher on student performance in the internship year is indistinguishable from zero in both math and reading, hosting a student-teacher has modest positive impacts on student math reading achievement in a teacher’s classroom in the following years. These findings suggest that schools can participate in the student teaching process without fear of short-term decreases in student test scores while potentially gaining modest, long-term increases in test scores.

Citation: Goldhaber, D., Krieg, J. M., & Theobald, R. (2020). Exploring the impact of student teaching apprenticeships on student achievement and mentor teachers. Journal of Research on Educational Effectiveness13(2), 213-234.

Link: https://www.tandfonline.com/doi/pdf/10.1080/19345747.2019.1698087

 


 

What do we know about effective teacher preparation?

April 9, 2021

Linking Teacher Preparation Program Design and Implementation to Outcomes for Teachers and Students. This book examines how to improve teacher preparation programs using the best available evidence. The chapters explore how data availability, quality, and use within and across preparation programs shed light on the structures, policies, and practices associated with high-quality teacher preparation. The authors look at critical questions about the connection between what takes place during teacher preparation and subsequent outcomes for teachers and students. Despite a long history of teacher preparation and considerable investments in preservice and in-service training, there remains much to be learned about effectively training teachers. The chapter topics include;

• Improving Teacher Preparation: The Promise, Challenges, and Research Needs of State Accountability Systems,
• Learning to Teach: Optimizing Coursework and Fieldwork Requirements in Traditional Teacher Preparation,
• Using Case Study Data of Completers as Evidence in a Continuous Improvement Model,
• Educating Effective Science Teachers: Preparing and Following Teachers Into the Field,
• Measuring Diversity in Teacher Candidate Practicum Placements and its Relationship to Outcomes,
• Signature Practices in an Urban Residency Program: How Are These Practices Evident in the Graduates’ Classrooms,
• Preparing and Keeping Our Best: Linking a Measure of Preservice Teacher Quality to Professional Outcomes,
• Toward Causal Evidence on Effective Teacher Preparation, and
• Supporting the Use of Evidence in Teacher Preparation: Considerations and Next Steps.

Citation: Carinci, J. E., Jackson, C., & Meyer, S. J. (Eds.). (2020). Linking Teacher Preparation Program Design and Implementation to Outcomes for Teachers and Students. IAP.

Link: Linking Teacher Preparation Program Design and Implementation to Outcomes

 


 

How do we interpret basic research on teaching reading instruction?

March 17, 2021

What constitutes a science of reading instruction? Recently, the term science of reading has been used in public debate to promote policies and instructional practices based on research on the basic cognitive mechanisms of reading, the neural processes involved in reading, computational models of learning to read, and the like. In this article, the author cautions against instructional over- generalizations based on various kinds of basic research without an adequate consideration of instructional experiments. The author provides several examples of the premature translation of basic research findings into wide-scale pedagogical application. 

Citation: Shanahan, T. (2020). What constitutes a science of reading instruction?. Reading Research Quarterly55, S235-S247.

Link: http://textproject.org/assets/Uploads/Shanahan-Science-of-Reading-2020.pdf

 


 

How can School-wide Positive Interventions and Support maximize academic engagement and reduce disruptive behavior of middle school students?

February 9, 2021

Building From the Bottom Up: The Importance of Tier 1 Supports in the Context of Tier 2 Interventions. School-Wide Positive Behavior Interventions and Supports (SWPBIS) relies on effective implementation of Tier 1 practices to ensure accurate identification of students in need of more intensive supports at Tier 2 or Tier 3. While measures of school-level fidelity are widely used, measures of classroom-level implementation of Tier 1 supports are less common. In the context the authors assessed whether a class-wide Tier 1 program, Class-Wide Function-Related Intervention Teams (CW-FIT), enhanced the effectiveness of the Tier 2 intervention. 

Citation: Van Camp, A. M., Wehby, J. H., Copeland, B. A., & Bruhn, A. L. (2021). Building From the Bottom Up: The Importance of Tier 1 Supports in the Context of Tier 2 Interventions. Journal of Positive Behavior Interventions23(1), 53-64.

Link: https://journals.sagepub.com/doi/abs/10.1177/1098300720916716

 


 

What tool can accurately and efficiently identify teacher’s classroom management skills?

February 9, 2021

Effective classroom management is critical for student and teacher success. Current approaches to assess teachers’ classroom management are either (a) simple and efficient, but have unknown psychometric properties, or (b) psychometrically sound, but resource intensive.This article describes the development and validation of a four-item rating of teachers’ active supervision, opportunities to respond, specific praise, and positive to corrective ratio.

Citation: Simonsen, B., Freeman, J., Kooken, J., Dooley, K., Gambino, A. J., Wilkinson, S., … & Kern, L. (2020). Initial validation of the Classroom Management Observation Tool (CMOT). School Psychology, 35(3), 179. (https://psycnet.apa.org/record/2020-32849-001)

Link: https://psycnet.apa.org/record/2020-32849-001

 


 

What is the latest data on Covid-19 and schools?

January 25, 2021

In the midst of the Covid-19 pandemic, States are struggling to reopen and keep open, most, if not all, of their 138,000 K-12 schools.  Given this level of uncertainty, it is critical to track data that will help schools identify problems quickly, assess their nature, and respond in timely and effective ways to safeguard the health of students and education staff while providing a quality education. This Wing Institute dashboard will on track issues regarding the reopening of schools under the Covid-19 pandemic. 

Citation: American Academy of Pediatrics. (2021). Children and COVID-19: State-Level Data Report. 2021. Available in: https://downloads.aap.org/AAP/PDF/AAP%20and%20CHA%20-%20Children%20and%20COVID-19%20State%20Data%20Report%201.14.21.pdf

Link: https://www.winginstitute.org/covid-19-impact

 


 

What do school leaders need to support low performing schools?

January 19, 2021

The Next Generation of State Reforms to Improve their Lowest Performing Schools: An Evaluation of North Carolina’s School Transformation Initiative. Over the past 20 years, significant resources have been spent to raise low-performing schools’ performance. This research examines the impact of federally mandated school reforms under the Every Student Succeeds Act (ESSA) on North Carolina schools. The revised education legislation allows states more discretion in reforming their lowest-performing schools, removes requirements to disrupt the status quo, and does not allocate substantial additional funds. This study relies on a regression discontinuity design to evaluate North Carolina’s turnaround initiative aligned with ESSA requirements. The results reveal no significant growth in student test performance and decreased performance in year two. Schools also continued to experience high teacher turnover despite the school reform intervention. 

The study authors suggest current reform interventions that do not disrupt the status quo of how schools go about instruction are likely to fail. The paper also highlights the need for school leaders to embrace implementation science to ensure that adequate resources are available to implement initiatives as designed.  

Citation: Henry, G. T., & Harbatkin, E. (2020). The Next Generation of State Reforms to Improve their Lowest Performing Schools: An Evaluation of North Carolina’s School Transformation Intervention. Journal of Research on Educational Effectiveness13(4), 702-730.

Linkhttps://www.edworkingpapers.com/sites/default/files/ai19-103.pdf

 


 

How can policy makers contribute to school principal quality?

January 12, 2021

Using State-Level Policy Levers to Promote Principal Quality: Lessons from Seven States Partnering with Principal Preparation Programs and DistrictStates play a role in fostering an environment that develops and supports effective school principals. This report identifies key levers that states can pull to try to improve the principal performance: standards for the job; recruitment; oversight of principal preparation programs; principal licensure; evaluation of principals; professional development; and development of “leader tracking systems”. 

Citation: Gates, S. M., Woo, A., Xenakis, L., Wang, E. L., Herman, R., Andrew, M., & Todd, I. Using State-Level Policy Levers to Promote Principal Quality. Santa Monica, CA: Wallace Foundation. https://www.wallacefoundation.org/knowledge-center/Documents/Using-State-level-Policy-Levers-to-Promote-Principal-Quality.pdf

Link: https://www.wallacefoundation.org/knowledge-center/Documents/Using-State-level-Policy-Levers-to-Promote-Principal-Quality.pdf

 


 

How important is implementation science to effective leadership?

January 11, 2021

Implementation Science: Fidelity Predictions and Outcomes. This paper examines the importance of science in the effective implementation and sustainability of new practices and initiatives. The authors provide examples of significant attempts to remedy critical social issues over the past 50 years and how the failure of systematic implementation and, in particular, the lack of implementation fidelity has hindered progress in the use of practices found useful in research but have failed in the general application in the community.

Citation: Fixsen, D. L., Van Dyke, M., & Blase, K. A. (2019). Implementation Science: Fidelity Predictions and Outcomes. Retrieved from Chapel Hill, NC: Active Implementation Research Network: www.activeimplementation.org/resources.

Linkhttps://www.activeimplementation.org/wp-content/uploads/2019/05/Implementation-Science-FidelityPredictionsOutcomes.pdf