Categories for Quality Leadership

How effective are Tier 1 Multi-tiered System of Support (MTSS) reading instruction interventions?

January 22, 2018

The impact of tier 1 reading instruction on reading outcomes for students in Grades 4–12: A meta-analysis

This meta-analysis examines the impact of 1st tier reading instruction on reading outcomes for students in grades 4-12 in an Multi-tiered System of Support (MTSS) service delivery model. 37 studies met criteria for inclusion in the meta-analysis. The study finds small, but positive effects for 1st tier reading instruction on comprehension, vocabulary, and indicates minimum evidence for struggling readers maintaining or improving reading comprehension over struggling students receiving typical instruction. Hedges’s g was used calculating effect sizes. Because of the limited number of studies examining phonics/word recognition and fluency instruction, it was not possible these critical instruction areas in this meta-analysis.

Citation: Swanson, E., Stevens, E. A., Scammacca, N. K., Capin, P., Stewart, A. A., & Austin, C. R. (2017). The impact of tier 1 reading instruction on reading outcomes for students in Grades 4–12: A meta-analysis. Reading and Writing30(8), 1639-1665.

Link: https://link.springer.com/article/10.1007/s11145-017-9743-3

 


 

What We Know About Supporting New Teachers

June 14, 2017

Creating Supportive School Cultures for Beginning Teachers: Mitigating the Cultural Contextual Factors

This systematic literature review examines factors that affect new teachers as they become employed. It suggests that new teachers experience significant stress as they transition from teacher preparation programs to everyday teaching. The pressures experienced by novice instructors are evidenced by high rates of turnover during the first 5 years of teaching. This initial period entails a steep learning curve as new teachers try to match and adjust what they learned in pre-service training with the unique cultural practices of their new placements. To mitigate the challenges new teachers face, schools have implemented an array of practices subsumed under the heading “teacher induction.” Unfortunately, the literature review finds that the lack of standardization of practices including mentoring to coaching has reduced the overall impact of teacher induction and the ability of schools to effectively align the education philosophy and cultural values of new teachers with the strategies, procedures, needs, and resources of the schools where the new teachers are beginning their careers.

Citation: Kutsyuruba, B, Walker, K. D., and Gooden, L., (2017). Creating supportive school cultures for beginning teachers: Mitigating the cultural contextual factors. International Journal of Educational Organization and Leadership, 24(2), 1–18.

Link: http://ijleol.cgpublisher.com/product/pub.264/prod.91

 


 

Impact of School Improvement Grants

February 3, 2017

School Improvement Grants: Implementation and Effectiveness

The Institute of Education Sciences (IES) recently released a summary report of the impact of School Improvement Grants (SIG). The American Recovery and Reinvestment Act of 2009 provided states and school districts with $3 Billion for SIG. By accepting SIG grants states agreed to implement one of four interventions to improve the lowest performing schools: transformation, turnaround, restart, or closure. The goals of SIG were to improve practices in four main areas: (1) adopting comprehensive instructional reform strategies, (2) developing and increasing teacher and principal effectiveness, (3) increasing learning time and creating community-oriented schools, and (4) having operational flexibility and receiving support. The report finds minimal positive effects from the grants and no evidence that SIG had significant impacts on math and reading scores, graduation rates, or increased college enrollment.

Citation: Dragoset, L., Thomas, J., Herrmann, M., Deke, J., James-Burdumy, S., Graczewski, C., … & Giffin, J. (2017). School Improvement Grants: Implementation and Effectiveness (No. 76bce3f4bb0944f29a481fae0dbc7cdb). Mathematica Policy Research.

https://ies.ed.gov/ncee/pubs/20174013/

 


 

Better All the Time: High Performance Coaching for Educators

December 15, 2014

In a recent article in The New Yorker, James Surowiecki makes the argument that high performance coaching for athletes and classical musicians has become the standard for these professions and posits that it should be for educators as well. His position is that coaching is the best way to assure that teachers know the right things to do and continue to do them.

http://nyr.kr/1rS48gN

Surowiecki, J. (Nov. 10, 2014) Better all the time. The New Yorker.

 


 

How Important are School Superintendents

October 29, 2014

A report by the Brown Center on Education Policy released in September 2014 finds that school superintendents are around for only a short time and have very little impact when it comes to improving student performance.  Read More…