Categories for Quality Leadership
December 5, 2018
Accountability policies and teacher decision making: Barriers to the use of data to improve practice. Underlying many accountability policies is the assumption that standardized test data and other common sources of data will be used to make decisions that will result in changes to instructional practices. This study examines longitudinal from nine high schools nominated as leading practitioners of Continuous Improvement (CI) practices. The researchers compared continuous improvement best practices to teachers actual use of data in making decisions. The study found teachers to be receptive, but also found that significant obstacles were interfering with the effective use of data that resulted in changes in instruction. The analysis showed cultural values and practices inconsistent with accountability policies and continuous improvement practices impede implementation. The researchers identify barriers to use of testing and other data that help to account for the less than successful results. Given the current understanding of the importance on implementation science in the effective application of any new practice, these findings are not a surprise. As our colleague, Ronnie Detrich, is quoted as saying, “Implementation is where great ideas go to die”.
Citation: Ingram, D., Louis, K. S., & Schroeder, R. G. (2004). Accountability policies and teacher decision making: Barriers to the use of data to improve practice. Teachers College Record, 106(6), 1258-1287.
Link: Accountability policies and teacher decision making: Barriers to the use of data to improve practice
October 2, 2018
Formal Teacher Evaluation
This paper examines formal teacher evaluation. Formal teacher evaluation is integrated into many state and district policies, and, even with shifts in federal focus under ESSA, is likely to remain common practice. The goal of formal teacher evaluation is to collect data that accurately represents teacher practice and the connection to student achievement in a valid and reliable way, and use that information to improve the system for teaching and learning. Although conclusions about the impact of teacher evaluation on student achievement are mixed (Stecher et al., 2018; Taylor & Tyler, 2012a, 2012b), ideally collecting and using information about teacher practice can advance the conversation about quality instruction and teaching potential.
Citation: Cleaver, S., Detrich, R. & States, J. (2018). Overview of Teacher Formal Evaluation. Oakland, CA: The Wing Institute. https://www.winginstitute.org/teacher-evaluation-formal.
September 10, 2018
Instructional Coaching Program and Practice Standards
The New Teacher Center has released guidelines and standards for the implementation of coaching as a powerful means of improving school, teacher, and ultimately student performance. The Instructional Coaching Program Standardsdefine the essential elements of a coaching program designed to accelerate teacher effectiveness. Districts can then use the Instructional Coaching Practice Standards as a framework to implement the components in a strategic, quality practice. The components consist of selection, roles, and responsibilities of coaches who will provide focused instructional assistance to teachers; preparation, development, and ongoing support for those coaches; a collaborative system of formative assessment of practice for teachers and coaches; and targeted, differentiatedprofessional learning opportunities for teachers. Formal standards are necessary for overcoming deficits inherent in previous in-service and teacher induction efforts that often left implementation of teacher training up to each personto define. This transformation is essential in assuring a consistency of practice for all the differing interventions currently bundled under the coaching label. These new coaching standards are a clarification and distillation of current practice elements, and are designed to make coaching more productive and cost effective.
New Teacher Center (2018). Instructional Coaching Program and Practice Standards. New Teacher Center. https://newteachercenter.org
June 27, 2018
Four Domains for Rapid School Improvement: An Implementation Framework
The National Implementation Research Network (NIRN) and the National Center for School Turnaround published the “Four Domains for Rapid School Improvement: An Implementation Framework” as a companion to the Center for School Turnaround’s publication of “The Four Domains for Rapid School Improvement: A Systems Framework“. This paper describes “how” to effectively implement lasting school improvement initiatives that maximize leadership, develop talent, amplify instructional transformation, and shift the culture.
Citation:Jackson, K., R., Fixsen, D., and Ward, C. (2018). Four Domains for Rapid School Improvement: An Implementation Framework. The Center on School Turnaround.
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 Writing, 30(8), 1639-1665.
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.
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.
July 11, 2016
Adequate yearly progress reports by state –
http://www.schoolsmatter.info Read More…
December 19, 2014
In this paper, Addison makes the argument that performance architecture is a framework that allows someone to assess all features of an organization so that the parts of the system can be aligned to support an innovation. Read More…
December 16, 2014
The School Leaders Network has released a new report exploring the costs of principal turnover. Read More…