Summit 2010

Fifth Annual Summit on Evidence-based Education

Education at the Crossroads: The State of Teacher Preparation

April 22, 2010

8:30 Introduction to The Wing Institute and Summit Outcomes
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  View Randy Keyworth's paper
  Randy Keyworth, The Wing Institute

Keyworth shared information about the Wing Institute and demographics of the Summit participants. He introduced the Summit topic, sharing performance data on past efforts of school reform that focused on structural changes rather than teaching improvement. The conclusion is that the system has spent enormous resources with virtually no positive results. The focus needs to be on teaching improvement.

8:45 Data-Mining and Teacher Preparation
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  View Jack States' paper
  Jack States, The Wing Institute
States introduced the Wing Institute's new data-mining initiative, and discussed what recent research tells us about teacher preparation. The data-mining initiative is a process for collecting and analyzing data in order to identify trends, patterns, and relationships. This data is displayed on the Wing web site. Much of the data has to do with teacher preparation. States shared data that questioned the effectiveness of current teacher preparation programs, board certification of teachers and class size reduction. He also showed data that reinforced the importance of teachers, effectiveness of rapid assessment, and coaching.
9:00 Teachers at the Crossroads - A Systems Perspective
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  Ronnie Detrich, The Wing Institute
Detrich discussed the discrepancy problem between what we know makes effective teachers, and what is actually being taught. He highlighted the importance of student outcomes as being the primary measurement of teacher performance and noted that teachers are often unfairly held to standards for which they were not prepared. He also discussed the importance of treatment integrity. If there isn't high confidence that a program was implemented correctly, it is almost impossible to draw conclusions as to whether or not it had the desired results.
9:30 Science and the Education of Teachers
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  View James Kauffman's paper
  James Kauffman, Ph.D, University of Virginia
Dr. Kauffman discussed the importance of making the preparation of teachers as scientific as possible, including: a) the reasons for preferring scientific to alternative models of teacher preparation, b) how instruction can be based on scientific evidence, and c) the importance of making teaching an applied science through the use of manuals to guide teaching practice
10:35 Work Group: Checklists and Manuals

Using guidelines presented by Dr. Kauffman, each work group was given the task of identifying an area in which a checklist would be helpful and developing a sample checklist. The groups then discussed opportunities and obstacles for implementing the checklist in a complex system.

11:30 Overcoming Gaps Between Evidence-Based Instructional Practices and Current Preparation of General and Special Education Teachers
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  Dan Reschly, Ph.D, Vanderbilt University
Dr. Reschly reviewed current teacher preparation in the context of its failure to include well-established evidence-based practices, including: a) critical evidence-based instructional principles that are routinely ignored by teacher preparation programs, b) trends which will move teacher preparation increasingly in line with science and behavior change, and c) the move of teacher preparation out of colleges and universities to alternative teacher preparation agencies
12:20 Lunch
1:05 Work Group: Teacher Preparation Curriculum
Each group was given the task to review several class syllabi from University Teacher Training Programs in the context of a checklist he developed measuring their adherence to scientific evidence.
2:00 Comprehensive Teacher Induction: What We Know, Don't Know, and Need to Know Soon
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  View Larry Mahaedy's paper
  Larry Mahaedy, Ph.D, SUNY Fredonia
Dr. Maheady examined teacher induction through the lens of scientific evidence, reviewing: a) the demands on new teachers and the "trial and error" status quo, b) critical components of teacher induction programs, and c) what scientific evidence tells us is effective, ineffective, and remaining questions.


View Advances in Evidence-Based Education Volume 2