Categories for Quality Teachers

What roles are essential for school principals to be successful?

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 Research89(5), 785-827.




How effective is the use of video in professional development?

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 Education53(1), 3-14.




What practices increase teacher praise?

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.




Can teacher surveys predict the quality of teacher preparation?

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.




Teacher Retention Strategies (Wing Institute Original Paper)

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.




What can teachers do to support appropriate student conduct? (Wing Institute Original Paper)

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.




What is the effect of feedback on teacher preparation programs?

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.




Teacher Turnover Impact (Original Wing Institute Paper)

October 7, 2019

Decades of data attest to high rates of teacher turnover. Almost half of new teachers leave the profession within 5 years. For the past 10 years, turnover has leveled off at a disconcerting 16% per year. High turnover impedes student performance and diverts resources away from efforts to improve schools. It places large numbers of inexperienced, less effective teachers in classrooms, resulting in increased recruiting, hiring, and training budgets. With effective retention, the United States could save a meaningful portion of the $2.2 billion spent annually on replacing teachers. Research shows that increases in teacher turnover consistently correspond with decreases in achievement in core academic subjects. Attrition disproportionately affects schools with the greatest needs, low-achieving and high-poverty schools. Chronic turnover also negatively impacts a school’s culture, increasing student disciplinary problems and principal turnover. It damages collegiality, adding chaos and complexity to schoolwide operations and perpetuating new cycles of turnover. Effective interventions can remediate this situation, but they require administrators’ long-term commitment to improve the learning environment and working conditions.

Citation: Donley, J., Detrich, R, Keyworth, R., & States, J. (2019). Teacher Turnover Impact. Oakland, CA: The Wing Institute.




A look at John Hattie’s latest work

September 27, 2019

Visible Learning Insights. This book by John Hattie and Klaus Zierer is written for teachers, education researchers, and anyone interested in the latest research on the efficacy of education practices. This research offers an overview of 1,400 meta-analyses and continues to build on the work John Hattie began with his book, Visible Learning, published over a decade ago that provided educators with a synthesis of 800 meta-analyses. 

Citation: Hattie, J., & Zierer, K. (2019). Visible Learning Insights. Routledge.




Is all feedback alike?

September 26, 2019

What Is My Next Step? School Students’ Perceptions of Feedback. The power of feedback is touted as one of the most powerful practices for improving performance. Research consistently reports large effect sizes for feedback improving performance, yet variability relating to the effects of feedback exists. The Kluger and DeNisi 1996 meta-analysis was one such study that found a medium 0.41 effect size for the general impact of feedback. What Kluger and DeNisi found was that not all feedback is alike. This 2019 study attempts to increase our knowledge base by examining the power of different forms of feedback as a means to increase the impact of teacher delivered feedback. The paper aims to investigate student perceptions of feedback through designing a student feedback perception questionnaire (SFPQ) based on a conceptual model of feedback. The questionnaire was used to collect data about the helpfulness for learning resulting from different feedback types and levels. Findings from this study demonstrate that the SPFQ tool partially affirms Hattie and Timperely’s (2007) conceptual model of feedback. Feeding forward (information about improvement) was found to be a unique feedback type that was perceived by participants as being most helpful to learning compared to other feedback.

Citation: Brooks, C., Huang, Y., Hattie, J., Carroll, A., & Burton, R. (2019). What is my next step? School students’ perceptions of feedback. In Frontiers in Education (Vol. 4, p. 96). Frontiers.