Categories for Quality Teachers
January 15, 2020
What to Make of Declining Enrollment in Teacher Preparation Programs. This policy report provides a look at the decline in the enrollment of American teacher preparation programs, along with potential consequences for schools and the students they serve. The analysis offers education policymakers with insight into the complex issues involved in maintaining sufficient numbers of qualified teachers. While enrollment in teacher preparation programs has declined by more than one-third since 2010, the analysis described in this report paints a more complex and nuanced picture than the national numbers portray. The study finds significant variations among states in the change in enrollment in teacher preparation programs.
Citation: Partelow, L. (2019). What to Make of Declining Enrollment in Teacher Preparation Programs. Center for American Progress. https://www.americanprogress.org/issues/education-k-12/reports/2019/12/03/477311/make-declining-enrollment-teacher-preparation-programs/
January 7, 2020
School Principal Competencies. Research has consistently shown that principals play a critical role in determining the quality of teaching, and in turn, student learning and achievement. Recent meta-analytic reviews suggest that effective principals are highly competent in the following areas: 1) establishing and conveying the school’s vision, goals and expectations by modeling aspirational practices and promoting data use for continuous improvement; 2) building teachers’ professional capacity by providing targeted and job-embedded professional development, protecting instructional time, and selecting educators who are the “right fit” for the school; 3) creating a supportive organization for learning by sharing and distributing leadership, understanding and building on diversity, and strategically acquiring and allocating resources; 4) facilitating a high-quality student learning experience by developing and monitoring curriculum, instruction, and assessment, and creating learning environments that are personalized, safe, and orderly; and 5) connecting with external partners who can support fulfillment of school goals, and building productive and collaborative relationships with families. While these principal competencies are relevant for a range of school contexts, leaders operating in varying school environments (e.g., high/low poverty, urban/rural) must ultimately determine how best to enact them to optimize teaching and learning.
Citation: Donley, J., Detrich, R., States, J., & Keyworth, (2020). Principal Competencies. Oakland, CA: The Wing Institute. https://www.winginstitute.org/principal-competencies-research
December 16, 2019
On the Reality of Dyslexia. This paper assesses research on the topic of dyslexia. Willingham’s piece is in response to comments made by literacy researcher, Dick Allington, in which he questions the legitimacy of the label, dyslexia. Answering this question is more than an academic exercise as having a clearer understanding of dyslexia is crucial if educators are to understand why 10% of students struggle to master reading, the skill essential to success in academic learning. Willingham highlights the etiology of the disorder, and he concludes that the ability to read is the product of the home environment, instruction at school, and genetics within the child. Dyslexia is a problem in the child’s ability to successfully master the skills of reading and is closely related to fluency in language. Dyslexia is not like measles in which you are ill, or you aren’t. Dyslexia is more like high blood pressure where individuals fall on a bell curve. Falling somewhere on the bell curve is supported by the hypothesis that the disorder is the complex interaction between multiple causes. Although it does not have a single source, dyslexia is successfully remediated through evidence-based language and reading instruction.
Citation: Willingham, D. (2019). On the Reality of Dyslexia. Charlottesville, VA.http://www.danielwillingham.com/daniel-willingham-science-and-education-blog/on-the-reality-of-dyslexia?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+nbspDanielWillingham-DanielWillinghamScienceAndEducationBlog+%28Daniel+Willingham%27s+Science+and+Education+Blog%29.
Link: On the Reality of Dyslexia
December 5, 2019
The Effect of Principal Behaviors on Student, Teacher and School Outcomes: A Systematic Review and Meta-Analysis of the Empirical Literature. This meta-analysis finds a positive relationship between school principals spending time on five commonly assigned roles and student achievement. These principal responsibilities are instructional management, internal relations, organizational management, administration, and external relations. The study finds that a principal cannot focus on a select few of the categories, but must carve out adequate time for each role. The need to be proficient across all leadership categories offers little comfort to U.S. principals who report average work-weeks of 58.6 hours (U.S. Department of Education National Center for Education Statistics, 2017). The paper recommends school principals be provided with additional resources if they are to adequately meet the needs of the students, teachers, and the community. Although these roles differ from the responsibilities researched by Viviane Robinson (goal expectations, strategic resourcing, teaching and curriculum, teacher development, and supportive environment), there does appear to be a significant overlap with those identified in the Liebowitz meta-analysis (Robinson, Lloyd, & Rowe, 2008).
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 Research, 89(5), 785-827.
November 12, 2019
A systematic review of single-case research on video analysis as professional development for special educators. Professional development is viewed as essential to providing teachers with the skills needed to be successful in the classroom. Research strongly supports the need to go beyond the typical in-service training that is commonly provided teachers. Coaching and feedback have been found to be very effective in increasing the likelihood that training will be implemented in classrooms. The use of video has been offered as a cost-effective way to trainers to provide feedback to teachers in training based on actual performance in classroom use of the new skill(s).
Citation: Morin, K. L., Ganz, J. B., Vannest, K. J., Haas, A. N., Nagro, S. A., Peltier, C. J., … & Ura, S. K. (2019). A systematic review of single-case research on video analysis as professional development for special educators. The Journal of Special Education, 53(1), 3-14.
November 8, 2019
Training Teachers to Increase Behavior-Specific Praise: A Meta-Analysis. This research examines the literature supporting teacher training in the use of behavior-specific praise. One of the most common problems confronting classroom teachers concerns managing student behavior. Praise is a straight forward cost-effective intervention used to increase appropriate behavior and decrease troublesome student conduct. In the absence of training, teachers fail to adequately use behavior-specific praise and frequently fall back on the use of negative statements to control student conduct. The current knowledge base finds this approach to be counter-productive.
On the other hand, rigorous research indicates that when teachers receive training in the use of praise, disruptive behavior decreases, and appropriate conduct increases. This meta-analysis examined 28 single subject designed studies. The authors found an aggregate large effect size for teachers who received training increase the use of behavior-specific praise with students.
Citation: Zoder-Martell, K. A., Floress, M. T., Bernas, R. S., Dufrene, B. A., & Foulks, S. L. (2019). Training Teachers to Increase Behavior-Specific Praise: A Meta-Analysis. Journal of Applied School Psychology, 1-30.
November 7, 2019
What Do Surveys of Program Completers Tell Us About Teacher Preparation Quality? Identifying which teacher preparation programs produce highly qualified teachers is understood to be a means to improve the effectiveness of teacher preparation programs (TTP). One proposed method for measuring TTP effectiveness is surveying recent graduate’s satisfaction with the training received. Research suggests that analysis of the surveys correlate satisfaction with teacher classroom performance, evaluation ratings, and retention data. If correct, this data offers schools a wealth of information to aid in deciding which pre-service programs to focus recruiting efforts. It also suggests that surveys can provide data for holding TTP accountable.
But much of the available research lacks sufficient rigor. This paper uses survey data from teachers in the state of North Carolina to gauge graduate’s satisfaction with TTP training to raise the validity and reliability of the study’s findings. The study concludes perceptions of preparation programs are modestly associated with the effectiveness and retention of first and second-year teachers. The researchers find, on average, those who feel better prepared to teach are more effective and more likely to remain in teaching. These results indicate that surveys of preparation program graduate satisfaction be monitored to assure validity and reliability of polling, given the interest accreditation bodies, state agencies, and teacher preparation programs show in using this data for high stakes decision making. The results also imply that surveys alone do not provide sufficient data to identify which programs offer the best teacher training.
Citation: Bastian, K. C., Sun, M., & Lynn, H. (2018). What do surveys of program completers tell us about teacher preparation quality? Journal of Teacher Education, November 2019.
October 22, 2019
Teacher turnover is an enormous burden on education systems, both in terms of student achievement and dollars. High turnover necessitates the recruitment of large numbers of novice teachers, whom research shows are less skilled. This situation is exacerbated by a steady exodus of veteran teachers opting to move from challenging assignments in poorer performing schools with higher percentages of lower socio-economic students to preferred assignments more affluent areas. The high rate of turnover destabilizes the system, forcing diversion of valuable resources from ongoing improvements to recruitment, hiring, and training of novice instructors. Teachers seem to be particularly at risk for higher turnover at the beginning of their careers. Nearly half of teachers leave within 5 years of entering the profession. Efforts to improve retention have been inadequate as evidenced by steadily increasing departures from the profession. This tendency toward turnover is even more striking in private schools than in public schools. Turnover represents a major obstacle to long-term stability, diverts valuable resources, and derails many efforts at reform.
Citation: Donley, J., Detrich, R., States, J., & Keyworth, R. (2019). Teacher Retention Strategies Overview. Oakland, CA: The Wing Institute. https://www.winginstitute.org/teacher-retention-strategies
October 14, 2019
Supporting Appropriate Student Behavior Overview. Proactive classroom management strategies promote appropriate behavior and reduce or prevent misbehavior. Reinforcement is at the core of most proactive strategies. It is defined as a consequence that follows a behavior and increases the frequency of that behavior. Contingent praise is a versatile strategy based on reinforcement. Through positive statements delivered by the teacher, contingent praise acknowledges appropriate conduct and informs students what they did well. A rule of thumb is to maintain a 4:1 ratio of positive praise to corrective statements. Teachers should avoid the trap of becoming overly critical, which can damage the student-teacher relationship and lead to increased misbehavior. Other reinforcement-based strategies that use praise as well as material reinforcers include class-wide group contingencies, point systems, and behavior contracts. Material reinforcers commonly used in schools include tangible reinforcers (stickers, toys, food), preferred activities (games, computer time), and privileges (running errands, distributing papers). Additional proactive strategies are classroom rules and procedures, a structured environment, active supervision, and effective instruction; see classroom management drivers.
Citation: Guinness, K., Detrich, R., Keyworth, R. & States, J. (2019). Overview of Supporting Appropriate Behavior. Oakland, CA: The Wing Institute. https://www.winginstitute.org/classroom-appropriate-behaviors.
October 7, 2019
Public Accountability and Nudges: The Effect of an Information Intervention on the Responsiveness of Teacher Education Programs to External Ratings. Teacher preparation programs (TEP) have received a great deal of research and policy attention as a potential driver of improvements in teacher quality and improved student outcomes. This paper presents research on external ratings of teacher education programs (TEPs) produced by the National Council on Teacher Quality (NCTQ) and the results of an experiment to improve school rankings by providing information and feedback to TEPs about how to improve their ratings. Research suggests that higher education institutions are responsive to feedback and public ratings. The college rankings published by U.S. News and World Report (USNWR) shows how powerful ratings can be in changing higher education practices such as admissions requirements, financial aid disbursements, and policies. NCTQ released the first ranking of TEP’s in 2014 as a part of an ongoing effort to rate teacher training nationally. The intervention relied upon providing targeted information about specific programmatic changes that would improve the rating for a randomly selected sample of elementary teacher education programs. Average program ratings improved between 2013 and 2016, but we find no evidence that the information intervention increased program responsiveness to NCTQ’s rating effort. The results show that the experimental group had lower ratings than the control group in 2016.
Citation: Goldhaber, D., & Koedel, C. (2019). Public Accountability and Nudges: The Effect of an Information Intervention on the Responsiveness of Teacher Education Programs to External Ratings. American Educational Research Journal, 0002831218820863.