Download - High Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students
-
8/7/2019 High Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students
1/104
Th Cntr fr Hih Ipct PhinthrpSchool of Social Pol icy & Pract ice | University of Pennsylvania
Kate Barrett , Katherine Hovde, Zehua Li Hahn, Katherina Rosqueta
High Impact Philanthropy to Improve Teaching Qual
Fcs n Hih-N Scnr Stnts
Wintr 201
Spci R
-
8/7/2019 High Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students
2/104
THe CeNTeR FoR HIgH ImPaCT PHIlaNTHRoPyii
Kate Barrett j y C H I Py qy . P j
C, K MKy & Cy, y ,
y, z , .
Katherine H. Hovde, MIA, y, . S 990,
W B y j L A, S A, E E. I U.S.,
C Py R E Uy Py z
. S M I A C Uy.
Zehua Li Hahn, PhD, C H I Py. P j C,
I Ly I, - y UNESCO P, P
y , y, , , .
Katherina Rosqueta, MBA, C H I Py. Py,
MKy & Cy. P j MKy, y , ,
y.
T ... 25.57.7266.
Richard Ingersoll, PhD, Proessor, Graduate School o Education, University o Pennsylvania
Carol McLaughlin, MD, MPH, Research Director or Global Public Health, Center or High Impact PhilanthropyKathleen Noonan, JD, Clinical Associate Proessor o Law, University o Wisconsin Law School
Hilary Rhodes, PhD, Senior Associate, Abt Associates
About the Center for high i mpACt philAnthropy
T C H I Py 2006 y W Uy
Py S S Py & P. O C y,
. O y , - ,
j y .
SouRCeS oF INFoRmaTIoN
Field experience
Practitioner insights Performance assessments In-depth case studies
inFormed opinion
Expert opinion Stakeholder input Policy analyses
research
Randomized controlled trialsand quasi-experimental studies
Modeled analyses(e.g., cost-effectiveness)
Field
experience
inFormed
opinion
research
most promising
, , yz : , , . By ,
z . W
.
our multi -perspeCtive, ev idenCe- informed ApproACh
About the Authors
projeCt Advisors
-
8/7/2019 High Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students
3/104
HIgH ImPaCT PHIlaNTHRoPy To ImPRove TeaCHINg qualITy i
exeCutive summAry
Wh this, wh nw?
O y y, -
, y
, , U.S.
y .
R, ,
y
,
.
Whts in this rprt?
T y
, ,
:
Part 1: Improving individual teachers skills
:
I
y y y,
- y
- .
P , -
.
I
,
.
Part 2: Creating an environment or great teaching
:
I -,
, - ,
--j y
y.
R y
. T -
. I
.
I , :
Ay .
D y
.
M P
,
. T
y .
A y z
.
Part 3: What donors should know about the
broader policy environment :G y
.
A y.
y y.
E ,
.
For donors seeking to improve student outcomes, the critical question is:
How can my funds improve teaching quality?
-
8/7/2019 High Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students
4/104
THe CeNTeR FoR HIgH ImPaCT PHIlaNTHRoPyiv
I P 2, y
. I ,
y : . A ,
y y
. Ay, j
,
y
.
A ,
, ,
. I . W
y
.
,
@2...
-
8/7/2019 High Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students
5/104
HIgH ImPaCT PHIlaNTHRoPy To ImPRove TeaCHINg qualITy v
Table of ContentsintroduCtion: sCope, ApproACh, And key ConCepts 1
Includes: Context, Why focus on teachers, Our focus on secondary, Our approach, and Key
concepts for donors
pArt i: improving individuAl teAChers skills 5
The situation
How donors can change the situation
Stin 1: Iprin pr-sric tchr prprtin 11
What donors should look for
Model in Practice: Pre-service teacher preparation
Beyond our Model in Practice: Other resources for donors
Stin 2: Priin spprt t nw tchrs 19
What donors should look for
Model in Practice: Support for new teachers
Beyond our Model in Practice: Other resources for donors
Stin 3: Instin in tchrs nin pnt 26What donors should look for
District example: Ongoing development for teachers
Beyond our district example: Other resources for donors
C t ctin: Iprin inii tchrs skis 29
pArt i i : CreAting An environm ent for greAt teAChing 31
The situation
How donors can change the situation
Stin 1: Iprin princip trinin n spprt 37
What donors should look for
Model in Practice: Principal training and support
Beyond our Model in Practice: Other resources for donors
Stin 2: Spprtin ffcti wh-sch rfr s 43
What donors should look for
Models in Practice: Whole-school reform
Beyond our Models in Practice: Other resources for donors
C t ctin: Crtin n nirnnt fr rt tchin 59
pArt iii: whAt donors should know About the broAder poliCy environment 61
Hot topics
Resources for donors on the broader policy environment
Bringing it all together: District turnaround p rofiles
C t ctin: Wht nrs sh knw t th rr pic nirnnt 73
ConClusion 74
Appendix: Cost And impACt CAlCulAtions 75
lists of nonprofits , d istriCts, funders, And other resourCes
ment ioned in th is report 78
referenCes 84
ACknowledgme nts inside bACk Cover
-
8/7/2019 High Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students
6/104
THe CeNTeR FoR HIgH ImPaCT PHIlaNTHRoPyvi
-
8/7/2019 High Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students
7/104
HIgH ImPaCT PHIlaNTHRoPy To ImPRove TeaCHINg qualITy
introduCtion: sCope, ApproACh, And key ConCepts
Cntt
A U S, y 0%
y
y .
I
y, y
50%. E
, jy
q y -y , 2
q
q
. M,
y , ,
y.4
Wh fcs n tchrs
-
.5 A
z, ,
.6 S qy
y .7
. S y y
y
qy
y 50 8
.
or fcs n scnr
T qy.
W y
- y ,
62
.
T
. I
,
y
y
y . A q
y
y -
y .
(see chart 1: ederal spending on education.)
D ,
y . I
qy y y y
y
. A
, -
y y
y qy
y .
W -
y y, y
y K2
. I
,
y y
Py S S (2008),
-
, y
.
http://www.impact.upenn.edu/us-domestic-issues/view-educationpathways/http://www.impact.upenn.edu/us-domestic-issues/view-educationpathways/http://www.impact.upenn.edu/us-domestic-issues/view-educationpathways/ -
8/7/2019 High Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students
8/104
THe CeNTeR FoR HIgH ImPaCT PHIlaNTHRoPy2
or pprch
z
, y
z y,
, ,
, , , ,
, . W
, , ,
. W
,
y I A F,
A E R A,
A I, C PyR E S M
H C , E Py
I, A E I. I
, y E
W, E S, N C
Qy, E C
S, ,
qy
y. O
y
y . (See inside back cover or the
ull list o individuals who contributed to this
report.)
K cncpts fr nrs
Ml P
y
- ,
M P . E
,
y
j. O
qy.
H, z
y
. W ,
CHaRT 1: FedeRal SPeNdINg oN eduCaTIoN
* P-K6: M I: I A A D, H S, C C D B G; G 72: M I: I A A D, FP L P, F P; Py: M F P L P.
S: A T M M, y A E E, 200, R N 5, 200, ://.4.//MM_FY200.. Cy 200 y A E E.A .
Pre-K6 Graes 79 Graes 1012 Pstsecar
$25
$20
$15
$10
$5
$0
Fiscal Year 2010
amount(in
billions)
grade level*
-
8/7/2019 High Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students
9/104
HIgH ImPaCT PHIlaNTHRoPy To ImPRove TeaCHINg qualITy 3
;
;
y y y;
.
M mpvm qly
H y
,
y y y
. Cy,
y qy. Uy,
.
qy y
y :
.
Student outcomes
F ,
y
,
, ,
j q.9 I , ,
. I,
y , qy
, ,
.
A z
y
,
z
,
, .0 B
y y , y
-
.
F ,
, .
My -
y . A
y ,
, ,
. My z
y -
. (See Part 3 or
our discussion o teacher evaluation.)
eacher outcomes
W qy,
.
T y
,
y, j
y
. I ,
:
( )
(
). B :
,
qy
, y
y
. l
q
. T y
-y ,
50% f
.2 Iy,
y
(.., , ).
I ,
y y,
y y
.
O
qy ,
, .
-
8/7/2019 High Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students
10/104
THe CeNTeR FoR HIgH ImPaCT PHIlaNTHRoPy4
Lk mp
Oy y
y -
. N y,
, y, y j
- - y
, .
D, ,
. S y
,
M P y
. W
, --
. D z,
,
qy y .
Ky
T , -
, - , qy,
-qy . T
y :
High-need students
y
,
y . F
y , -
y -
y .
High-need schools
- . Ty
y -, y
.
eaching quality
y
, ,4
.
High-quality teachers
. Ty
j , ,
. I
j
, -qy ,
y ,
,
y q
. Ty
. Ty
.
-
8/7/2019 High Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students
11/104
SoluTIoNS FeaTuRed:
Iprin trinin fr tchr cnits fr th r f p e.g.,
through year-long apprenticeships in high-need schools where theory can be linked to
real-world practice.
Priin spprt t nw tchrs e.g., through in-school mentoring focused on
improving the teaching skills of novice teachers.
Instin in tchrs nin pnt e.g., through professional developmentprograms that integrate district and school goals, as well as the learning needs of individual
teachers.
Iprin Inii
Tchrs Skis
part 1:
-
8/7/2019 High Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students
12/104
THe CeNTeR FoR HIgH ImPaCT PHIlaNTHRoPy6
pArt i : improving indiv iduAl teAChers skills
S
:
y , y -
; y ,
;
y, ,
.
T y
,
- y .
T
y
:
H
U.S. . S
-y y
-y .5 (For a
state example, see chart : Highest-Povert
and Highest-Minorit Schools in Wisconsin are
more likel to be assigned novice teachers.)
R
y. S
(
y ) y
y
y .6 I ,
y
v .7 G
-
y y ,
qy y
.
Ay - K2 y j,
y y ,8 y
y . T
y. R
$0,000 $8,000
. I ,
- . (A 9% 26%
y.9) S z y . R
y
.20
I
. (See page 1
or How donors can change the situation.)
Secondary students with the greatest needs are often taught by a revolving
door of teachers with the least experience and skill to address those needs.
Many challenges exist in improving this situation. Luckily, there are promising
models that address these challenges.
-
8/7/2019 High Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students
13/104
HIgH ImPaCT PHIlaNTHRoPy To ImPRove TeaCHINg qualITy 7
Th sittin
- y q
. R
:
. C y j (..,
y, , )
2. Py .., y
q
. C q
4. C
5. A y q
6. S
W ,
z y
. F ,
y
y ,
y
. T ,
y y
.
Uy, y ,
,
. O
y y
. T :
. L y
2.
-
. L
y
4. P
CHaRT 2: HIgHeST-PoveRTy aNd HIgHeST-mINoRITy SCHoolS IN WISCoNSIN aRe moRe lIKely To
be aSSIgNed NovICe TeaCHeRS (
-
8/7/2019 High Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students
14/104
THe CeNTeR FoR HIgH ImPaCT PHIlaNTHRoPy8
Lk lvy m p
C
- ,
y 2% ;
, j 4% -y .2 S j
y .
T
;22
;2
.24
T y
y y
j y
, , .
I ,
AC
.25 Iy,
y (
F, S K, S)
y
.26
A y y MKy & Cy
y
.27 H,
y ,
y .
(See Part 3 or more on teacher compensation.)
I , A (FA)
z
y ,
. A y FA
y,28
y.29 T
.
k
v-b p
, y- 70% 80% .0
R y ,
-
q -
.
P- y y-
,
. R, ,
yy
. F
y
y
-
, y y,
,
q.
I,
K2 . W y
(y
),
y
qy . C
, ,
. T
y
.2
-
8/7/2019 High Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students
15/104
HIgH ImPaCT PHIlaNTHRoPy To ImPRove TeaCHINg qualITy 9
Y (..,
y ,
,
y ) q
. O
y
, , , ,
- . P-
(.., ),
q
y .4
Ll l pp
y
S
qy - y
q
, . ,
, . A
, y
qy.
I ,
. R -
K2 q
y j, y y . 6
W y y , :
y y -.7 T
y y
,
y q y
y.8
R
y . F , y
j , , , , qy.9 A
y y ,
,
j .40 T
j P 2
.
Pl vlpm
k l l
T A y
y , $ y.42
Uy,
y y . I
y, y 59% j
-
y , y
- y
.4 I , -y
, y y
.44
A
; , q
y
,
y
y .
My friend and I both teach the same grade, same
type of kids. But while I had an amazing mentor
in my district, his district assigned him the school
librarian who had never taught students, and she
never once observed his teaching.
F y 9 y , Cl4
I do not feel I was prepared for the realities of life
in a school and a classroom as a teacher. There is
so much more than I was exposed to in a college
classroom studying textbooks. I needed real-life
classroom experience.
E l lm5
-
8/7/2019 High Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students
16/104
THe CeNTeR FoR HIgH ImPaCT PHIlaNTHRoPy10
P
. T q :
y y
.45 T
: T W E,
2
(A, O, C, I),
U S.
Sy 5,000
,00 jy
q y .
O y, 7%
y y
;
, y
.46(See Part 3 or more
on teacher evaluation.)
N,
y, ,
y
. My
z ,
y y, ,
y, , y ,
z .47 I
, q y y
j
, y
yy z
j .48
Hw nrs cn chn th sittin
O y , ,
:
. Improving pre-service teacher preparation.
E
y y
. D y
y ,
z -
,
y -
.
(See Pages 11 1.)
2. Providing support to new teachers.
P
. E
,
y ,
-
.
(See Pages 1 .)
. Investing in teachers ongoing development.P
(
-y ), -
,
, ,
. (See Pages
.)
-
8/7/2019 High Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students
17/104
HIgH ImPaCT PHIlaNTHRoPy To ImPRove TeaCHINg qualITy 1
T
y
8 9.
Wht nrs sh k fr
. Selective recruitment o teacher candidates
based on characteristics necessary or teaching
high-need students. T :
S
y j .
I ,
-
-- j . A y
y
,
-
.49
P q,
,
. P
.50 T y
y
- .5
Dy y .
R y
,
, y ,52
, y
y
.5 Sy,
y .54
T, -
,55
y
.
2. Rigorous selection process that uses multiple
assessment techniques. T
, , -y ,
, y
- .
Iy, y
, y -
z y
.
solution 1 : improving pre-serviCe teACher prepArAtion
gReaT baNg FoR buCK: ImPRovINg PRe-SeRvICe TeaCHeR PRePaRaTIoN
Teacher Residency Programs
e : $60 - $134 y taght b a resiec prgram graate.
Represetatie impacts base the Bettcher Teachers Prgram, Clra:
m, i ke ctet areas sch as reaig. Fr high ee stets, sch
accelerate aal grwth is critical r clsig achieemet gaps.
66% - 84% , ee i high-ee schls. Fr a istrict, this represets
sigifcat saigs, sice replacemet csts are estimate at $10,000 - $18,000 per teacher lst. 20
(SEE ModEL In PRACTICE FoR Sou RCES, And SEE THE APPEndIx FoR dETAILS on ouR CALCuL ATIonS.)
-
8/7/2019 High Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students
18/104
THe CeNTeR FoR HIgH ImPaCT PHIlaNTHRoPy12
. Course work that is evidence-based, practical,
and covers content required or teaching high-
need students. T :
C j-
(.., , ) y (..,
q
). C
y q
y - y
y .56
L y (..,
y
y ).
E ,
q q,
C S
.57 D
L y (
y ,58)
. (See page
or more on Lemovs axonom.)
4. Required participation in a sustained classroom
apprenticeship in which student teachers take
on increasing responsibility or students. T
:
P
y - (..,
7 , E
)
.
P
.
E (..,
y ),
y,
y,
--
.
G
,
,
.
5. Feedback loop between the program and theschool system where teachers will work. U
y , U S
,
y , , . (See page
or more on common core standards.) T
z
y
y
, y .
m in Prctic: Pr-sric tchr
prprtin
,
y. Ry
,
, y. R
,
: -
y -
. F M P,
y
z .
The best programs integrate theory and practice,
but there is generally a chasm between theory
and practice in teacher education. Academics are
primary and clinical education is secondary. There
is little connection between what students learn
in university classes and what they learn in the
schools. Time in clinical settings is too short and
involvement of university professors in the schools
is insufficient. Too often, student teaching sites
are not appropriate and performance of student
teachers is insufficiently monitored.
A Lv, m p Cll,
Clmb Uvy59
-
8/7/2019 High Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students
19/104
HIgH ImPaCT PHIlaNTHRoPy To ImPRove TeaCHINg qualITy13
a : My ew tecers re uprepredfr te reities f tecig, especiy i ig-eed
sc. Empyig pprc brrwed frm te medic
prfessi, tecer residecy prgrms ddress tis
prbem by redesigig tecer pre-service triig. Tecer
residecies cmbie yer-g cssrm ppreticesip
wit msters-eve curse wrk s tt by te time
grdute becmes fu-time tecer, e r se s redy
spet sigifict mut f t ime i frt f studets, i
K12 cssrm, wrkig gside veter tecer. By
preprig tecers trug prctic erig, ds-
eperiece, d strg supprt etwrk, tecer residecy
prgrms re ttemptig t cge te wy tecers retried s tt tey c be effective frm te very strt f
teir tecig creers. I tis Mde i Prctice, we prfie
Urb Tecer Residecy Uited, etwrk f residecy
prgrms tt fcus recruitig d triig ew tecers
fr ig-eed urb pubic scs.
n : I 2004, te tis eistig Urb
Tecer Residecy prgrms (cted i Bst, Cicg,
d Dever) frmed ifrm prtersip t ecge
best prctices d prmte te ccept f residecy-bsed
tecer preprti. Frm tis prtersip, Urb Tecer
Residecy Uited (UTRU) emerged s cective effrt tuc d supprt eceet residecy prgrms i ig-
eed urb districts. Iiti fudig ws prvided by Bst
fudti, Strtegic Grt Prters. Mre recety, UTRU
creted te Residecy fr Residecies Prgrm (RRP) t
ep sc districts, uiversities, d prfits uc
ew tecer residecy prgrms. Tis tw-yer prgrm
cmbies itesive erig istitutes wit fcused, idividu
csutti t ep emergig prgrms desig, devep,
d uc ig-perfrmig residecies. T dte, UTRU
s prtered wit 18 residecy prgrms i 16 districts
tiwide. (SEE PaGE 17 FoR ThE FUll lIST oF PRoGRaMS anD
DISTRICTS.) UTRU prter prgrms tried 500 tecerscrss te cutry i 2009, d te rgizti ps
t icrese tt umber s ew residecy prgrms re
creted.
h : Urb Tecer Residecies Uited prterprgrms fcus preprig tecers fr creers i ig-
eed urb scs. atug prgrms c be used i
differet pces, ivve prtersips betwee uiversity
tt prvides curse wrk d sc district i wic
prticipts serve s residets fr yer. Ec residet
receives stiped fr ivig epeses durig te triig
yer d subsidized msters degree up cmpeti f
te prgrm.60 Residecy prgrms i te UTRU etwrk re
crcterized by te fwig eemets:
Rigorous recruitment and selection of candidates: Ec
prgrm seects diverse d ig-perfrmig grup f
recet cege grdutes, creer cgers, d cmmuity
members t becme residets. Recruitmet fcuses
ttrctig mirity tecers d tecers i ig-eed
subject res, suc s mt, sciece, d speci educti.
Prgrm cdidtes re seected trug mutipe iterviews
wit re pys, cse studies, d crefu ssessmet f
ctet kwedge.
Three-year teaching commitment: I retur fr te stiped d
subsidized msters degree, residets cmmit t tecig i
ig-eed pubic sc fr t est tree yers.
Careful selection and training of mentors: Ec residet ispired wit metr tecer w is eperieced tecer
frm te district. Te metr tecer is seected d tried
t py si epicit res: effective tecer, cc, ciic
fcuty member, prgrm eder, erer, d ssessr.61
Apprenticeship year with ample opportunities for practice:
Durig te ppreticesip yer, residets grduy mve
frm cbrtive c-tecig re t icresigy
demdig, ed-tecig re. Te metr tecer serves
s cc d re mde, d metrs receive gig
supprt d triig t esure tt te cssrm eperiece
is we-structured d iged wit te uiversity curse
wrk. Te curse wrk vries by prgrm, but prgrms
i te UTRU etwrk empsize mstery f cssrm
mgemet, cutur wreess, d ssessmet
teciques tt ebe tecer cdidtes t guge studet
prgress d uderstdig. a residets er t egge
studets i prbem svig, critic tikig, d prject-
bsed erig t mke subject mtter mre meigfu.
m o d e l i n p r a ct i ce
lrnin t tch thrh r- n pprnt icships in h ih-n schs :
urn Tchr Rsincis
-
8/7/2019 High Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students
20/104
THe CeNTeR FoR HIgH ImPaCT PHIlaNTHRoPy14
Peer network: Residets tri s prt f peer grup crttt prvides supprt d cbrtive erig trugut
te residecy yer d beyd. Grups f residets re
pced i te sme sc, d residets cmpete teir
msters degree curse wrk wit teir crts. I iterviews
wit residets, te imprtce f te crt cmmuity ws
recurrig teme. as e frmer residet sid, crt
semirs d supprt grup cmpet, wic ws rey
epfuEve fter ffici gterigs stpped, residets
ctiued t cme tgeter t see d supprt ec t er,
d I ve remied very cse t sever f my crt
members.62
Post-residency program support: after cmpetig te
residecy yer, residets re give ssistce wit jb
pcemet i e f te districts scs, s we s cc ess
t -site iducti prgrm tt icudes e--e
csutti wit cssrm bservtis d trgeted
feedbck trugut te first tw yers f s tecig.
Residecy prgrms smetimes prter wit te new
Tecer Ceter (PRoFIlED on PaGES 21-23) te iducti
cmpet. UTRU prgrms s ve ctive umi
etwrk, wic serves s resurce s grdutes pursue
furter prfessi grwt.
Professional advancement for mentors: Beyd preprig
residets t it te grud ruig we tey becme fu-
time tecers, tecer residecies crete ew creer pts
fr te eperieced tecers w serve s metr tecers
d tecer eders, tereby buidig cpcit y i ig-eed
scs.
i: Tecer residecy prgrms re retivey ew
ivti i tecer preprti. as resut, rigrus
efficcy r cst-effectiveess studies eist t substtite
teir impct. neverteess, ur ysis f eistig dt
pits t te mdes prmise.
Student outcomes: Te best vibe dt cme frm
evuti f e f te fudig prgrms i te UTRU
etwrk, te Bettcer Tecers Prgrm i Crd.
Te evuti, cducted by Te Evuti Ceter f
te Uiversity f Crd Devers Sc f Educti &
hum Devepmet, ked t studet test scre dt.63
our ysis f tis study fud: Redig test scre gis fr studets f Bettcer tecers
were pprimtey 70% iger t te redig test
scre gis f studets tugt by -Bettcer tried
ew tecers i simir scs, represetig stt isticy
sigifict differece (4.5 percetie gi versus 2.6
percetie gi64). I ter wrds, studet w ws
perfrmig better t 20% f peers is w perfrmig
better t 24.5% f peers, suggestig tt te studets
rte f erig cceerted. Fr ig-eed studets,
gis ike tis re critic t csig cievemet gps.
Studets f Bettcer tecers swed gis crss ter tested subjects, tug y redig gis were
sttisticy sigifict.
Studets f Bettcer mentor tecers swed
sigificty greter gis i subjects cmpred wit
studets f bt Bettcertried ew tecers d
ter ew tecers. Tis is t be epected, sice metr
tecers ve mre tecig eperiece, yet tis fidig
supprts te prgrms stregt i seectig metrs w
ve demstrted effectiveess i tecig ig-eed
studets. Sme yptesize tt servig s metr
c imprve eperieced tecers prctice, tugfurter studies re eeded t vidte tis yptesis.
Scs wit ig ccetrtis f Bettcer tecers
swed greter gis t te stte medi i t e st tw
subjects. Fr 2009, five triig site scs swed
rtes f studet grwt tt eceeded te stte medi.
-
8/7/2019 High Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students
21/104
HIgH ImPaCT PHIlaNTHRoPy To ImPRove TeaCHINg qualITy15
Mre dt te effect f residecy triig studet
utcmes is epected t be reesed i 2011 r 2012 by
Tms Ke, prfessr t te hr vrd Grdute Sc f
Educti, w is edig study f te Bst Tecer
Residecy prgrm.
Teacher outcomes: Tecer reteti is usefu idictr
becuse ig eves f tecer turver c be dmgig
t scs d studets, s we s ficiy csty tdistricts.65 Fr drs, reteti is prticury imprtt
becuse residecies require csiderbe upfrt ivestmet
i seectig d triig tecer cdidtes. UTRU prter
prgrms ve trcked reteti rtes f frmer residets
d ve fud rtes sigificty iger t tse typic
f urb districts.66 Te fudig prgrms i te etwrk
acdemy fr Urb Sc ledersip (aUSl) i
Cicg, te Bettcer Tecers prgrm, d te Bst
Tecer Residecy (BTR) ve bee rud g eug
t ve dt swig tt te mjrity f tecers t ey tri
sty beyd te required tree-yer cmmitmet. after five
yers:67
Te reteti rtes fr te tree fudig prgrms
represet imprvemet f 66% t 84% ver te
ti five-yer reteti rte f 50%.68
83% f aUSl tecers re sti tecig, cmpred wit
verge f 33% fr te Cicg distric t, represetig
151% imprvemet i reteti.69
85% f BTR tecers re sti tecig, cmpred wit
verge f 50% fr te Bst district fter y fur
yers, represetig imprvemet f mre t 70%.70
CHaRT 3: aveRage STudeNT gRoWTH oN maP* SubTeSTS, Fall 2008 SPRINg 2009
* MAP M A P. T .
N: R y B y ; . R B y j. R y y .
S: A y A L, E D U Ry U, MA200. A .
averagepercentilegrowth
Reaig Lagage Math
8
7
6
5
4
3
2
1
0
2.58
4.5
5.68
4.1
2.92
6.78
1.98
0.210.79
~70%
= statisticallY signiFicant
Finding For boettcher teachers
non-boettcher teachers
boettcher teachers
boettcher mentors
-
8/7/2019 High Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students
22/104
THe CeNTeR FoR HIgH ImPaCT PHIlaNTHRoPy16
92% f Bettcer tecers re sti tecig cmpred
wit estimted verge f 60% i Crd fter y
tree yers, represetig imprvemet f mre t
53%.71
Principal satisfaction: Pricips rted 88% f Bst
Tecer Residecy grdutes s equy effective r mre
effective t t er first-yer tecers. a mjrity were rted
s sigificty mre ef fective. Mre t 94% f pricips
idicted teir desire t ire dditi BTR grdutes.72
a UTRU prter prgrms re currety cductig prgrm
evutis.73
c/ q:74 Te tt prgrm cst
per residet rges frm $37,350 t $84,000, depedig
te city, wit verge cst per residet f $50,000.
Te Bettcer prgrm is te w ed, t pprimtey
$38,000.
Csts icude metr d residet stipeds, prgrm
perse, recruitig epeses, prgrm mteris, d
metr triig. of tese csts, t e residet stiped vries
te mst, depedig te c cst f ivig. Stipeds
re typicy $10,000 $11,000 but c be s ig s
$32,000. Mst residecy prgrms require residets t
py tuiti, but tuiti cst s re mst wys subsidized r
discuted i sme wy. Te verge tuiti cst is but
$7,400.75 T dte, te csts ve bee cvered by mi f
privte pitrpy, district fuds, d feder fuds trug
prgrms ike ameriCrps.76
Wie resercig tis mde, we frequety erd ccers
but te ig upfrt csts f tecer residecy prgrms.
Fr drs seekig impct, mdes csts eed t be
uderstd i reti t its impct. as te c st-per-impct
estimte bew iustrtes, residecy prgrms ffer te
prmise f gret pitrpic bg fr buck. neteess,
residecy prgrms rud te cutry re kig fr wys
t reduce r redistribute teir csts. Sme ides icude
substitutig s fr cs pymets t residets, d
requirig sc districts t py metrs frm prfessi
devepmet budgets.
c : Bsed curret prgrm csts d te
resuts f te Bettcer prgrm, we estimte tt, fr $60
t $134 per secdry studet, Urb Tecer Residecies
c ed t te fwig impcts:
Improved student outcomes. Mesurbe gis i studet
mstery f ctet i imprtt res suc s redig.
Studets tugt by Bettcer-tried ew tecers
demstrted sttisticy sigifict redig gis tt
were pprimtey 70% iger t gis by tse tugt
by -Bettcer ew t ecers.77
Improved school functioning s idicted by ig rtes
f pricip stisfct i d icresed tecer reteti.78
after five yers, te BTR, aUSl, d Bettcer prgrms
d tecer reteti rtes sigificty iger t district
d stte verges, d rtes represet imprvemet
f 66% t 84% ver ti five-yer reteti rtes, 79
despite te fct tt te residecy grdutes were
tecig i ig-eed scs.
Savings to school districts. Te csts f residecy
prgrms sud be weiged gist te ig cst f
tecer turver. I Cicg, fr empe, repcig
tecer csts pprimtey $18,000,80 d five-yerreteti rtes fr Cicgs aUSl grdutes represet
imprvemet f 151% ver te curret dist rict verge.81 at
tt rte, Cicg wud sve $900,000 per 100 tecer s
ver perid f five yers. Yet te cst fr 100 tecers t
g trug te aUSl prgrm wud be ess t tt
pprimtey $840,000. I ter wrds, ver five yers,
district c esiy sped mre repcemet csts t
it wud t prepre gret tecers w sty.
Fr detied eptis f w we rrived t cst d
impct estimtes, see te ppedi.
n : aiss listk, UTRU eecutive
directr, t (312) 397-8878 114, r vi sit t e UTRU Website
t www.utruited.rg . Ctct ifrmti fr fudig
prgrms: aUSl t www.us-cicg.rg , BTR t www.
bsttecerresidecy.rg , d Bettcer t www.
bettcertecers.rg.
-
8/7/2019 High Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students
23/104
HIgH ImPaCT PHIlaNTHRoPy To ImPRove TeaCHINg qualITy 17
bn r m in Prctic: othr
rsrcs fr nrs
U Ry U z
. B
y ,
z
.
M m
y pm
T URU ,
. F ,
y ,
y y .
A, ,
M P . F
y , URU
, 200:
Ay U S L, C
B P, D
D Ry
B Ry
P Ry
M Ry
I-SAR, N Y Cy
N V P S-H C
U Ry, N Y Cy
Uy C U EP, C
A Ry P, O, CA
I U Ry
L A M S Ry
/H, C K, N
A Ry
P Ry P
R Ry
C C, M
S. P, MN
R pp vy-b
pp pm
W y
, . B
y- .
A , y jy ( 70%
80%) y,
82
y
y . W y-
,
j . A
,8 y
-2.
F , National Council
on eacher Quality (NCQ) y
9
y y
. NCQ ,
- , .
q.// . T
: Dallas Baptist University,
Southern Methodist University, University
o exas Pan-American, University o
exas at Austin. (A , I-
, .q.
// .) NCQ
U.S. N W R
20.84
http://www.impact.upenn.edu/us-domestic-issues/view-teachingquality/www.nctq.org/edschoolreports/illinoishttp://www.impact.upenn.edu/us-domestic-issues/view-teachingquality/www.nctq.org/edschoolreports/illinoishttp://www.impact.upenn.edu/us-domestic-issues/view-teachingquality/www.nctq.org/edschoolreports/illinoishttp://www.impact.upenn.edu/us-domestic-issues/view-teachingquality/www.nctq.org/edschoolreports/illinoishttp://www.impact.upenn.edu/us-domestic-issues/view-teachingquality/www.nctq.org/edschoolreports/illinois -
8/7/2019 High Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students
24/104
THe CeNTeR FoR HIgH ImPaCT PHIlaNTHRoPy18
A L,
C C Uy,
2006 ( ..).
A L y ,
y: Alverno College M, Te
eachers College o Emporia State University
K, University o Virginia Cy S
E, Stanord University School o
Education C.
A -
y- Woodrow
Wilson eaching Fellowship (WWF). L
, WWF
(F),
-
y y-
- . U
y y , WWF
,
y
y .85
T W W N F
F y
q, y- , y, y .
T y
y. O
, y 28
W
W.
A WWF
.
N, q
y :86
T y-
.
T
( ,
j
).
T y ,
y- y. (T
y--y .)
T -
,
.
P y
y .
S y y , WWF
y F
I,
M O. I I, , y
20 F y, . E F
$0,000 (
)
y
- y
.87 M
.. .
-
8/7/2019 High Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students
25/104
HIgH ImPaCT PHIlaNTHRoPy To ImPRove TeaCHINg qualITy 19
My
q ,
- .P
y
qy , y,
.
Wht nrs sh k fr
P
,
y. S
. (For example,
New eacher Center, proiled on pages 1-3.)
O -
(For example, eacher U and he New
eacher Proect programs, described on pages -
), y y
.
H
:
. Selective recruitment o instructors, mentors,
or coaches who are eective teachers o students
and adults. T y:
R , y
-
.
A ,
,
y qy .88
F - ,
.
solution 2 : provid ing support to new teAChers
gReaT baNg FoR buCK: PRovIdINg SuPPoRT To NeW TeaCHeRS
Two-year comprehensive in-school mentoring programs
e : $34 - $ 40 y taght b a ew teacher, base the prit new
Teacher Ceters reprte csts.
Represetatie impacts:
g z that are egh t me the aerage stet 4 percetile pits i reaig a 8 perce-
tile pits i math impremets that ca make a imprtat ierece r high-ee stets wh ee acceler-
ate learig t clse achieemet gaps.
t -y tha the aerage thir-ear teacher a eqal tthe aerage rth-ear teacher.
76% .
(SEE ModEL In PRACTICE FoR SouRC ES, And SEE THE APPEndIx FoR dETAILS on ouR CALCuL ATIonS.)
-
8/7/2019 High Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students
26/104
THe CeNTeR FoR HIgH ImPaCT PHIlaNTHRoPy20
2. raining and support or instructors, mentors,
or coaches on specifc ways to coach and interact
with new teachers. E :
H yz
, ,
y.
F , (..,
U T N Pj
),
.
F (.., N
C), y
(.., ).
S -
,89
q
.90
. Interactions between the new teacher and mentor
or coach that ocus on the novice teachers actual
work in the classroom. T y
, -, y
, y
. By
,
,
.
4. Regular and sustained interaction that involves
at least two years o regular usually weekly
meetings. E
y
y .9
m in Prctic: Spprt fr nw
tchrs
M P z, N C,
y
- .
N
--
. F M
P,
,
-
.
-
8/7/2019 High Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students
27/104
HIgH ImPaCT PHIlaNTHRoPy To ImPRove TeaCHINg qualITy2
a : o-te-jb supprt fr ew tecersis tremedusy imprtt give te wekesses f mst
tecer preprti prgrms tdy. I cmpreesive
ew tecer iducti prgrm, metrs wrk e--e
wit vice tecers t yze teir tecig d suggest
imprvemets. Effective metrs re eperieced tecers
frm te prticiptig district w ve bee successfu
wit studets i teir w cssrms d re be t
wrk cbrtivey d cstructivey wit duts. Idey,
metrs re reesed fu time t wrk wit prt fi f ew
tecers mtced by ctet d grde eve. I tis Mde
i Prctice, we prfie te prfit new Tecer Ceter,
eder i prvidig cmpreesive supprt t ew tecersrud te cutr y.
n : Te new Tecer Ceter (nTC) ws
estbised i 1998 s prt f te Uiversity f Cifri
St Cruz by CEo d frmer tecer Ee Mir t supprt
ew tecers i erby sc districts. Tdy, nTC pertes
s idepedet prfit rgizti, impemetig i-
sc metrig prgrms i 30 U.S. sc districts. I
dditi t its i-sc prgrms, nTC ffers ie
metrig prgrm e-Metrig fr Studet Success
(eMSS) trug wic begiig mt, sciece, d
speci educti tecers c fid metrs wit eperiecei teir subjects d grde eves. Te rgizti s
mged t sce up quicky d effectivey; tdy nTC is
$17 mii rgizti wit mre t 200 empyees92
d presece i 50 sttes, eiter trug its i-sc
metrig mde r trug eMSS. Sice 1998, nTC s
served mre t 49,000 tecers d 5,000 metrs
crss te cutr y,93 mre t y ter prgrm prfied
i tis reprt.
h : nTC prters wit sc districts,
picymkers, d educti eders t desig d impemet
iducti prgrms tt icrese te effectiveess f ew
tecers. Wie sme prgrm detis vry frm district t
district, tere re certi nTC requiremets:
Metrs ve cted, sctied time fr weeky e-
-e meetigs wit ew tecers.
Metrs pr ticip te i 12 dys f prfessi devepmet
per yer.
Metrs serve tree-yer term s metr.
Te prgrm sps te first tw yers f ew tecers
creer.
oter key fetures f te prgrm re:
Selection and training of mentors: nTC reies prter
districts, pricips, d eistig metrs fr referrs f
strg metr cdidtes. Tis referr-bsed pipeie s
fciitted te impressive scig up f te prgrm. oce
cdidtes re seected, metrs re tried i wide rry
f tecer ssessmet ts desiged t ep yze d
imprve ew tecers prctices. Fr empe, nTC ts
give metrs guidce w t bserve ew tecer
d prvide specific, cstructive feedbck; w t ssist
ew tecers i yzig teir w prctice d idetif yig
gs; d w t cc ew tecers effective wys t
egge prets.
Differentiation of mentors role and principals role: atug
metrs re ecurged t wrk csey wit pricips i
supprtig ew tecers, tere is cer disticti betwee
te metrs re s istructi c c d te pricips
re s bt cc d evutr. Metrs d t tke prt
i evutig teir metees fr purpses f prmti r
dismiss by sc edersip. Prgrm eders uderscre
te imprtce f tis disticti. Witut it, fer f sig
teir jb r gettig bd evuti c prevet ew tecers
frm seekig ep f rm metrs.94
Professional advancement of mentors and capacity building
for districts: Te nTC prgrm beefits ew tecers,
but it s represets ivestmet i te prfessi
devepmet f metr tecers d ver cpci ty f t e
district. Metrs meet weeky t discuss teir devepmet
s istructi cces, tus buidig teir w prctice
s tecers d sc eders. My nTC metrs cite
teir weeky metr frums d ter triig s te bestprfessi devepmet f teir tecig creers, d
umerus nTC metrs ve mved it sc edersip
res fwig teir eperiece wit nTC.95
m o d e l i n p r a ct i ce
Cprhnsi in-sch ntr in spprt fr nw tchrs: Nw Tchr
Cntr
-
8/7/2019 High Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students
28/104
THe CeNTeR FoR HIgH ImPaCT PHIlaNTHRoPy22
i: nTCs wrk s bee te subject f iter
ssessmets, d te rgizti prticipted i study cmpreesive iducti cducted by Mtemtic Picy
Reserc. Fidigs regrdig studet d tecer utcmes
supprt te stregt f te mde.
Student outcomes: ayses f studet gis u
cievemet tests fud mesurbe impcts studet
utcmes:
Iter ssessmets f studet test scres fud tt nTC
tecers w d cmpeted te nTC tw-yer iducti
prgrm were, verge, mre effective t tird-yer
tecers d s effective s furt-yer tecers w d
t prticipted i te prgrm.96 I ter wrds, nTCs
tecers mve up te prfessi erig curve fster
t ter ew tecers. Tis differece is critic, sice
ig-eed studets re disprprtitey tugt by ew
tecers.97
Iter ssessmets s fud tt studets f nTC
tecers cieved redig gis tt were equivet t te
gis f studets tugt by mre eperieced tecers,
despite beig i cssrms wit ig percetges f w-
cievig studets d Egis guge erers.98
a recet Mtemtic Picy Reserc study fud tttw yers f t e kid f cmpreesive iducti prvided
by nTC c resut i sigifict studet erig gis i
tecers tird yer f tecig. Tese gis re eug
t mve te verge studet frm te 50t percetie
up 4 percetie pits i redig d 8 percetie pits
i mt.99 Fr ig-eed secdry studets w fte
eter midde r ig sc redy beid, tis type f
cceerted erig is ecessry t cse cievemet
gps.
Teacher outcomes: Tecer reteti is usefu fctr t
csider sice ig tecer turver c be dmgig tscs d studets d ficiy csty t districts.100
Equy imprtt fr drs, reteti f tese mre effective
tecers is imprtt idictr f te sustibiity,
r stickiess, f te ivestmet. nTCs iter impct
evuti fud:
Si-yer tecer reteti rtes fr nTC represet
imprvemet f 16% ver te Cifri verge: 88% f
nTC tecers were sti tecig fter si yers, cmpred
wit 76% sttewide.101 Tese rtes were fr scs
served i St Cruz d Siic Vey i Cifri.
(Fr drs utside Cifri, Cifri reteti rtesmy t prvide te best becmrk sice sme frm f
iducti is prvided t tecers i te stte.)
Si-yer tecer reteti rtes fr nTC represet
imprvemet f 76% ver eve te ti five-yer
reteti rte: 88% fr nTC, cmpred wit te 50%
ti five-yer verge.102 agi, tese rtes were
fr scs served i St Cruz d Siic Vey i
Cifri.
atug te Mtemtic Picy Reserc evuti fud
effect tecer reteti, nTCs iter ssessmets
my be mre reevt becuse tey ked t nTCs specific
mde ver ger time frme.103 oter reserc cfirms
tt iger eves f iducti supprt re crreted wit
imprved tecer reteti.104
-
8/7/2019 High Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students
29/104
HIgH ImPaCT PHIlaNTHRoPy To ImPRove TeaCHINg qualITy23
c/ q:
105
Te u cst-per-tecer fr nTC iducti prgrm is $6,000 $7,000
(r tt f $12,000 $14,000 fr te tw-yer prg rm).
Te mi csts re sries fr directrs, dmiistrtive
supprt, d prfessi devepmet crditrs, s
we s fciities, mteris, d equipmet. I Cifri, te
district pys but 35% f prgrm csts, d te stte
pys but 56% trug te Begiig Tecer Supprt
d assessmet (BTSa) prgrm; te remiig 9% refects
te dditi time burde dmiistrtrs d tecers
f impemetig te prgrm. Pitrpic cpit pys
critic re i brigig tis mde t ter cmmuities,
esurig quity ctr, d cverig perti csts tpid fr by pubic f icig.
c : Fr estimted $34 $40 per
secdry studet, nTCs cmpreesive iducti prgrms
c resut i te fwig impcts:
Improved teacher effectiveness (as measured by student
test score growth). after cmpetig te tw-yer
cmpreesive iducti prgrm:
Tecers re, verge, mre effective t
tird-yer tecers d s effective s furt -yer
tecers.106
Studets eperiece erig gis tt re
eug t mve te verge studet frm te 50t
percetie up 4 percetie pits i redig d 8
percetie pits i mt.107
Improved teacher retention. Si-yer tecer retetirtes fr nTC108 represet imprvemet f 76% ver
te ti verge.109
Savings to society. a cst-beefit study cducted by
nTC resercers aty Vir d Mice Strg t te
Uiversity f Cifri St Cruz fud tt fr every
$1 ivested i ig-quity tecer iducti prgrms,
$1.66 is retured t sciety fter five yers s resut
f reduced tecer turver csts d icresed tecer
effectiveess.110 Wie te study ws imited by te ck f
strg cmpris grup, it prvides dditi idict i
f te prmise f tis mde.
Fr detied eptis f w we rrived t cst d
impct estimtes, see te ppedi.
n : Bri h. Kp, vice presidet f
devepmet, t (650) 265-7675, r visit te new Tecer
Ceter Website twww.newteachercenter.org.
-
8/7/2019 High Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students
30/104
THe CeNTeR FoR HIgH ImPaCT PHIlaNTHRoPy24
bn r m in Prctic: othr
rsrcs fr nrs
B,
: - , y N C,
y
y--y . W
, y
9-20
.
A xmpl m pm mb l: El Sv
T Educational esting Service (ES)
P F I
P,
. T ES
M Py R
,
N C. (Proiled on pages 1-3.)
ES P
, ..
/.
xmpl p-b p-
m: U T N Pj
eacher U, H C N Y
Cy, -y -
. G
, U y
y . C
y . T
;
y N Y Cy
, N Jy,
C, N Y .
T U z y
:
Instructors who have recently demonstrated
classroom gains: U
y
K2 .
Ty -q
q
.
Hands-on, tactical curriculum tailored to subject
and grade-level needs: C ,
y,
.., yz
. S y j,
q
. T
y U S
D L,
L y. E L
q -
q
y ,
, q .
Graduation contingent on student gains:
U,
y
. U ,
,
. A ,
, jy y
y .
http://www.impact.upenn.edu/us-domestic-issues/view-teachingquality/www.ets.org/pathwisehttp://www.impact.upenn.edu/us-domestic-issues/view-teachingquality/www.ets.org/pathwisehttp://www.impact.upenn.edu/us-domestic-issues/view-teachingquality/www.ets.org/pathwisehttp://www.impact.upenn.edu/us-domestic-issues/view-teachingquality/www.ets.org/pathwisehttp://www.impact.upenn.edu/us-domestic-issues/view-teachingquality/www.ets.org/pathwise -
8/7/2019 High Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students
31/104
HIgH ImPaCT PHIlaNTHRoPy To ImPRove TeaCHINg qualITy 25
U ,
A 200. O ,
92% ,2
y U
y y .O , U 200
. y . F
U, ...
Te New eacher Project (NP)
z z , ,
- . A
, z
z y
U ( y
). T ,
P P, z
y
-
y K2 . P
y NP
Rl , y -
, . U
,
y q q.4
A U,
. C
,
, ,
y . I ,
K2 .5
NP
:
C O P
P
D C D C
P P
L L P
P
My My P
P
R I R I F
F
Py P P
P
P
P
, NP 2,800
. I 200, 85%
Rl
. T
y .
I y - y y L, NP L P
P y
: , , , E
.6 T
://...//PA/200/V_
_08-26-0..
http://regents.state.la.us/pdfs/PubAff/2010/Value_added_08-26-10.pdfhttp://regents.state.la.us/pdfs/PubAff/2010/Value_added_08-26-10.pdfhttp://regents.state.la.us/pdfs/PubAff/2010/Value_added_08-26-10.pdfhttp://regents.state.la.us/pdfs/PubAff/2010/Value_added_08-26-10.pdfhttp://regents.state.la.us/pdfs/PubAff/2010/Value_added_08-26-10.pdf -
8/7/2019 High Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students
32/104
THe CeNTeR FoR HIgH ImPaCT PHIlaNTHRoPy26
O
,
-
. M
-
, P 2 .
A ,
, , . M
q
y . R
. (See pages - or more on teacher
evaluation.)7
W ,
.
Wht nrs sh k fr
T
:
. Connection to teachers classroom practice and
clear alignment with the schools priorities and
goals.8 R
qy
y.9 T
y
y .
I
, ,
, y
.
2. Intensive and ongoing training. F y,
y
0 00 6
2
.20
. Focus on building strong working relationships
among teachers.2 T y
, -
, y
. Ay,
- ,
y .22
4. Use o active learning strategies. F ,
y -y
.2
5. Evaluation to identiy areas o need and enable
continual improvement. T :
D y .
S- y .
M .
E .
district ep: onin pnt
fr tchrs
T
--, -
z, ,
, , .
D
.
O, qy
.
solution 3 : investing in teAChers ongoing development
-
8/7/2019 High Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students
33/104
HIgH ImPaCT PHIlaNTHRoPy To ImPRove TeaCHINg qualITy 27
W
,
, y
. A ,
, , . T
y y ,
y
;
,
y y y
.
B,
D Cy,
F
. T
y , D q
. F
,
.
effcti Prfssin dpnt: d Cnt n th Schtz Cntr fr
Tchin n lrship
Sice 2002, te Duv Cuty pubic sc district i Frid,
ecmpssig te city f Jcksvie, s prtered wit
te Scutz Ceter fr Tecig d ledersip t pieer
wide rge f prfessi erig prgrms t t ve d
psitive impct studet erig. Te Scutz Ceter is
prfit rgizti fuded i 1997 wit pitrpic
supprt frm Fred Scutz, c busiessm. Scutzs
$1 mii dti ws mtced by stte grts d
suppemeted by c fudrisig.124
T ddress te demds f te stdrds- d ssessmet-
bsed refrms tt dmited te ery 2000s, Duv
Cuty d te Scutz Ceter b ded te gstdig
mde f tecer prfessi devepmet tt d fcused
isted wrksps. Isted, tey istituted ciic, site-
bsed, d stdrds-drive pprtuities fr tecers t
e teir crft. Duv Cuty tecers d dmiistrtrs
ve ccess t dzes f prfessi devepmet prgrms,
specific t teir erig eeds. Te Scutz Ceter ffers
tw-wy vide cferecig tt ws eductrs t bserve
cegues i cti d tke prt i cverstis wit
tried fciittrs. Prgrms icude st te-mdted ctet
csses, eiter ie r i-pers; tree-yer cdemies
fr metrs, dmiistrtrs, cces, d tecer eders;
d Ctiuus lerig Cyce curses, wic tri sc
stff -site i sef-directed prgrm f dt gterig d
ysis fcused idetifyig studet eeds d cmig up
wit wys t djust istructi t better meet tem.125
Duv Cutys wrk is s tbe fr its tteti
t evuti. Te Scutz Ceter s reserc d
evuti directr w cbrtes wit prgrm desig
tems d tecers i te fied t guge te effects f te
Ceters prgrmmig. a ysis perfrmed itery d
cfirmed by idepedet evuti rgizti fud
crreti betwee te umber f urs t ecers egged i
Scutz Ceter prfessi devepmet d teir st udets
scres te Frid Cmpreesive assessmet Test
(FCaT).126 Fr ec dditi si-ur dy f itercy t riig
tecer received, studet scres te FCaT icresed by
f pit. Te fidigs idicted tt studets f tecers
w cmpeted te Scutz Ceters litercy 101 prgrm
( 14-dy, 84-ur curse) cud be epected t scre
seve pits iger t studets wse tecers d
itercy triig. Tis psitive crreti ws mpified we
sciecmic sttus ws tke it ccut: w-icme
studets were mre ikey t scre iger te FCaT if teir
tecers d tke prt i te mimum umber f mt d
itercy prgrm urs t t e Scutz Ceter.127 I 2009-10,
te Scutz Ceter tried mre t 38,000 tecers fr tt f pprimtey 400,000 urs.128
-
8/7/2019 High Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students
34/104
THe CeNTeR FoR HIgH ImPaCT PHIlaNTHRoPy28
bn r istrict p: othr
rsrcs fr nrs
D ,
z, y y y y.
T N S D C,
Learning Forward,
qy
. T z
40 .
T y
, z, , y
. T
../..
O National Commission
on eaching and Americas Future (..
//_/_)
National Board or Proessional eaching
Standards (..). T N B P S ,
j-
y
.
-
8/7/2019 High Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students
35/104
HIgH ImPaCT PHIlaNTHRoPy To ImPRove TeaCHINg qualITy 29
Call To aCTIoN: ImPRovINg INdIvIdual TeaCHeRS SKIllS
In this chapter, we described high impact models that increase individual teachers
skills and eectiveness. These models include eective strategies or training teacher
candidates beore they are ully employed, supporting novice teachers during the
critical irst ew years on the job, and providing ongoing proessional development
opportunities that urther develop and retain the best teachers.
d y:
iy .The nonproits proiled
in our Models in Practice are examples o organizations that have implemented
these models successully. For example, Urban Teacher Residency programs
and the New Teacher Center have documented results. Other organizations have
adopted similar models, as we discuss on pages 17-18 and 24-25.
i . The models we describe canhelp donors understand how to enhance the impact o education organizations they
already und. For example, a donor who supports an organization providing coaching
to novice teachers could consider ways to ensure that coaching includes eective
techniques or helping teachers assess individual students comprehension o a new
lesson.
u y .The models we discuss
are not the only potential solutions or improving the skills o individual teachers.
Entrepreneurial donors can avoid needlessly reinventing the wheel by using our
analysis to develop new, cost-eective solutions that build o a growing body o
evidence o what works and what doesnt.
-
8/7/2019 High Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students
36/104
THe CeNTeR FoR HIgH ImPaCT PHIlaNTHRoPy30
-
8/7/2019 High Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students
37/104
-
8/7/2019 High Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students
38/104
THe CeNTeR FoR HIgH ImPaCT PHIlaNTHRoPy32
y
y y
qy
, ,
,
y,
.29
A , y
y
, y
, ,
, y.0 A y
j
y ,
.
A y
y
.2 E
y
qy y .
I ,
. I P ,
y .
Th sittin . E
y
U S y. W
,
y,
,
. Uy, -
q.
y
- y
qy . A P , y
- K2
y j, y
y y .4 S
, y
y . P
y
U.S. :
y j y y y
,
y
-y y
. H,
( ) 5
y
. -y 50%
Nearly every urban district includes some schools that are extremely troubled
and some that, despite facing similar challenges and serving similar populations
of students, are succeeding. The main difference between the two is an enabling
environment for teacher performance and, in turn, student performance.
Improving student learning, especially in high-
need, low-income schools, requires increasing
the professional capacity of schools. This is an
organizational challenge that calls for a well-
designed organizational response. Staffing weak
and dysfunctional schools with a steady stream of
talented and motivated individuals may serve some
students in the short run, but it will not strengthen
their schools in the long run.
S M J, E.D. p,
Hv G Sl E
pArt 2 : CreAting An environment for greAt teAChing
-
8/7/2019 High Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students
39/104
HIgH ImPaCT PHIlaNTHRoPy To ImPRove TeaCHINg qualITy 33
-y .6 W
,
9% 26%
y -y 7
.8
W
,
qy, y
- . T
:
S
, ,
L y
U y
L -
Sl b m lp
p, , p
T y
, ,
y. F, y y
,
. S,
j.
A y 00 25
y, 20
y y .42 T
y
. T, y
, y .
Fy, y y, y
,
. I ,
U S -
y y
; U.S.
80%
60%
J.4
Th csts f tchr trnr fr stnts n schs
Consequences o high turnover in schools: R
.
9
T , z y .
Consequences o high turnover within the proession: R
$0,000 $8,000 (..,
, , )
.40 W y y
, y .
from an organizational perspective, some
teacher turnover, especially of ineffective teachers,
is necessary and beneficial. But high rates of
teacher turnover are of concern not only because
they may be an outcome indicating underlying
problems in how well schools function, but
also because they can be disruptive, in and of
themselves, for the quality of school community
and per formance.
R Ill, P.D., p,
Uvy Pylv4
-
8/7/2019 High Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students
40/104
THe CeNTeR FoR HIgH ImPaCT PHIlaNTHRoPy34
I
qy
. T qy
y . E
, ,
;
,
.44
I , y , ,
. T
. T y 20%
qy
.45 S
. A y
C
y
.46 I ,
y,
.
.A y R
I D P,
, , . (See chart :
Sources o teacher dissatisaction.)
CHaRT 4: SouRCeS oF TeaCHeR dISSaTISFaCTIoN (20002001)
S: A S R, y R. M. I, 2009, C Py R E, Uy Py. R N 8, 200, ://../VACE%20..A .
0 20 40 60 80 100
Too LITTLE PREP TIME
Too HEAvy TEACHInG LoAd
PooR SALARy oR BEnEFITS
CLASS SIzE Too LARGE
STudEnT BEHAvIoRAL PRoBLEMS
LACK oF FACuLTy InFLuEnCE
Too LITTLE PAREnTAL SuPPoRT
no oPPoRTunITIES FoRPRoFESSIonAL AdvAnCEMEnT
Too LITTLE CoLLABoRATIon TIME
64%
57%
54%
54%
52%
50 %
40%
39%
38%
Percent of public school teachers reporting various sources of dissatisfaction
-
8/7/2019 High Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students
41/104
HIgH ImPaCT PHIlaNTHRoPy To ImPRove TeaCHINg qualITy 35
Lk pl l py
pm
L y
, ,
, I
P y. N y
. O y
y
y y y
.47
A y y y
y
,48 (See pages -
or more details)
. T
, y
, -
, y
, y y , .
M, P , y y
MKy & Cy
y .49
U pyl vm
bvl pblm
T -
, -
y . My -
y
y .50 D
2009-0 y C, , 260 y
.5 S
.
My , ,
y
. I
, ,
. S
q y ,
.
Lk l l - l
P y
j - . A CEO,
,
. N ,
-
,52 y y
.
F -
. O 67%
72%
y.5 A
, y ,
q
, y
y, , .54 My
: y y ; y
y y
, ,
; y
y
.55
-
8/7/2019 High Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students
42/104
THe CeNTeR FoR HIgH ImPaCT PHIlaNTHRoPy36
P, ,
j. A y
y
y
j
. T
y y .57 B y
y ,
.58
Hw nrs cn chn th sittin
B ,
, ,
:
. Improving principal training and support.
C
- .
D y
y , , .
(See pages 3-.)
2. Supporting eective whole-school reorm
models. S y
z
. (See pages 3-.)
B
j ,
-
y.
Leadership is not something that is developed in a
lecture hall, but rather learned through the ongoing
interactions with students, parents, teachers, and
community members.
Ppl by N L
N Sl, Blm, MD56
-
8/7/2019 High Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students
43/104
HIgH ImPaCT PHIlaNTHRoPy To ImPRove TeaCHINg qualITy 37
A , y
-
.60 S
y
-y .6 T y
,
.62 E
, ,
,
, ,
, ,
y . F, ,
.
Cqy,
.6
Wht nrs sh k fr
By
,
-qy .
H
:
. A rigorous process or choosing candidates,
. T :
S ,
,
q ,
. A P ,
- .
C
.
If you get the principal piece right, the rest will fall
into place An atmosphere of strong and ef fective
leadership is critical in the neediest schools.
Kv N, p m
, Fx Cy, VA Pbl Sl59
solution 1 : improving prinCipAl trAining And support
gReaT baNg FoR buCK: ImPRovINg PRINCIPal TRaININg aNd SuPPoRT
Analysis based on the nonprofit New Leaders for New Schools
e :$170 y i a schl le b a pricipal wh receie high qalit traiig
a spprt.
Represetatie impacts:
m, i ke sbject areas sch as math a reaig. Fr high-ee stets,
accelerate aal grwth is critical t clsig achieemet gaps.
Apprimatel2.5 90%
withi fe t see ears. Sch gais are sigifcat i high-ee schls, where stets
te eter seeral grae leels behi.
14% er the istrict aerage, espite a higher-ee stet pplati.
(SEE ModEL In PRACTICE FoR SouRC ES, And SEE THE APPEndIx FoR dETAILS on ouR CALCuL ATIonS.)
-
8/7/2019 High Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students
44/104
THe CeNTeR FoR HIgH ImPaCT PHIlaNTHRoPy38
2. An emphasis on practical, hands-on training,
tailored to specifc principal needs,
y:
(.., ),
(..,
), (..,
).
. F ,
y
j- . I -
y j . I ,
- y
, ,
.
y
. T y ,
,
, -y,
y .
. Sustained support or principals, including
access to a network o ellow principals and
coaches. S
, , y y,
y . A
y , y
.
m in Prctic: Princip Trinin
n Spprt
,
z, N L
N S,
-
. F
M P,
z .
-
8/7/2019 High Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students
45/104
HIgH ImPaCT PHIlaNTHRoPy To ImPRove TeaCHINg qualITy39
a : Effective pricips c ve sigifict impct studets d tecers i ig-eed
secdry scs, d te system t rge. I tis
Mde i Prctice, we prfie new leders fr new Scs,
rgizti tt successfuy ddresses tree critic
cmpets fr esurig strg edersip f ig-eed
scs: seective recruitmet f ew pricips, etesive
triig f cdidtes, d gig prfessi supprt
ce pricips re pced i fu-time sc edersip
psitis.
n : new leders fr new Scs (nlnS)
ws fuded i 2000 by five busiess d educti
grdute studets w submitted ide fr t e rgizti
t te u busiess p cmpetiti t hrvrd Busiess
Sc. Tey were fiists i te cmpetiti, beg
receivig fudig ffers, d strted te prgrm. Te
rgizti s grw frm iiti crt f 13 spirig
pricips i Cicg d new Yrk City i 2001 t mre
t 700 new leder s s f 2010.164 Te rgizti wrks
wit bt district d crter scs i 12 gegrpic sites
i te Uited Sttes: Cicg, Il; new Yrk City; newrk,
nJ; Btimre d Price Gerges Cuty, MD; Wsigt
DC; te Cifri By a re; Mempis, Tn; Miwukee, WI;
Crtte, nC; d new ores d Jeffers Pris, la.
h : nlnSs wrk is crcterized by crefuy
desiged recruitig, triig, d supprt structures fr
pricips, s we s dt-drive decisi mkig. Te
rgizti s mkes sigifict ivestmets i evuti
d reserc, wic t y ep nlnS imprve its w
prgrm, but s pricip effectiveess mre brdy
trug nlnSs ifuece district picies d ter
pricip devepmet prgrms. Key fetures f te mde
re:
Highly selective recruiting process: Recruiters cst wide et
t idetify utst dig cdidtes frm diverse bckgrudsw ve tecig eperiece. nlnS ggressivey recruits
i cmmuities were it wrks, d tps peer rgiztis
ike Tec fr americ d Te new Tecer Prject t
ep idetify pteti ppicts. nlnS s reies eviy
its w umi etwrks t mite strg cdidtes.
appicts w pss te iiti screeig prcess prticipte
i set f itesive iterviews, icudig cse studies d
re-mdeig sceris, desiged t ssess pers distructi edersip quities. Te rgizti ks fr
eders wit reetess drive d strg pers beief i
every studets biity t succeed. admissi t te prgrm
is very cmpetitive, wit but 6% f ppicts ccepted
ec yer.165
Six-year commitment: If seected, ec prticipt mkes
cmmitmet t serve s sc eder fr t est si yers
(icudig te first triig yer) i prticur gegrpic
prgrm site.166
Intensive, practical preparation for the principal position:
Prticipts begi te first yer ced te FudtiYer wit fur-week summer triig prgrm.
Te triig is desiged t devep istructi d
rgizti edersip skis d is eviy ifrmed by
nlnSs Urb Eceece Frmewrk, set f pricip
prctices d respsibiities bsed esss ered
frm urb pubic scs tt ve mde sigifict gis
i studet cievemet. Te frmewrk rgizes pricip
respsibiities it five mjr ctegries: 1) studet
cievemet-bsed erig d tecig, 2) cievemet
d beief-bsed sc cuture, 3) ig-quity stff iged
t te scs visi, 4) systems d pertis tt drive
erig d cuture, d 5) pers edersip.
Fr te first cdemic yer, cdidtes re te pced i
Residecies i urb pubic scs, i wic tey tke
edersip res d re pid by te district. as pr t f
te Residecy, te prticipt ssumes re-wrd eder-
sip respsibiities d is ed ccutbe fr epig te
sc imprve studet utcmes. Residets receive guid-
ce frm metr pricips d nlnS cces d tted
tw e-week Fudtis Semirs. Residets re evu-
ted trugut te yer gist defied set f edersip
cmpetecies, wit iput prvided by te metr pricip,
nlnS cc, d nlnS c eecutive directr. at teed f te Fudti Yer, cdidtes re edrsed s
pricip cdidtes r ssistt pr icip cdidtes, r
re dismissed frm te prgrm. abut 80% re recm-
meded fr fu-time pricip psitis t te ed f te
Residecy yer. Remiig cdidtes cmpete yer s
ssistt pricip i rder t demstrte rediess fr
te pricip re.167
m o d e l i n p r a ct i ce
Rcri t in, t r in in, n spprt in nw pr incips fr h ih-n schs :
Nw lrs fr Nw Schs
-
8/7/2019 High Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students
46/104
THe CeNTeR FoR HIgH ImPaCT PHIlaNTHRoPy40
Ongoing network of support: oce ired by district dmtced t sc, nlnS pricips d ssistt pricips
ve ctiued ccess t vriet y f prfessi resurces
frm nlnS d receive itesive ccig supprt fr e t
tw yers. Mre geer supprt ctiues beyd tse tw
yers trug te rger etwrk f nlnS-tried pricips.
Pricips reprt tt te etwrk is ivube gig
resurce.168
Performance management systems and culture: nlnS is
crcterized by dt-drive cuture d uwverig
fcus resuts fr studet s. Fr empe, nlnS s uced
itesive erig ged t imprve te perfrmce f
ig scs ed by nlnS-tried pricips, wic, despite
sme prmisig resuts, ve t sw studet test scre
gis cmprbe t tse see i eemetry d midde
scs (see Impct secti bew). nlnS cducted mre
t 30 visits t successfu ig scs iside d utside
te nlnS etwrk. Isigts gied frm tt prcess ve
ifrmed revisi f te Urb Eceece Frmewrk d
f te triig curricuum fr secdry sc cdidtes.
nlnS s s cmmissied evuti f its etire
prgrm by te RanD Crprti.
i: I dditi t te RanD evuti, nlnS cducts
gig iter ssessmets f impct. Resuts frm bt
effrts cfirm te stregt f te rgiztis mde.
Student outcomes: Give te idirect ture f te
retisip betwee pricips d studets, nlnS resuts
re impressive.
Ery resuts frm RanD sw tt i K8 scs ed
by nlnS-tried pricips fr tree r mre yers, te
verge studet gied 2.4 percetie pits i mt d
2.5 percetie pits i redig stdrdized tests,
cmpred wit simir studets i te district.169 Put
ter wy, studet w ws perfrmig better t20% f peers i mt d redig eded up perfrmig
better t 22.4% f peers i mt d 22.5% f peers
i redig meig tt te studets rte f erig
cceerted. Tese resuts re sttisticy sigifict,
wic is especiy cmpeig give te retivey sm
size f te curret smpe.
Studet s e-yer gis refected seve-fd imprvemetver verge district gis i mt d Egis guge
rts (Ela) test scres cmbied, ccrdig t iter
ssessmets; nlnS-ed scs gied 8% versus 1%
verge fr te district.170
18% f new leder-ed midde scs demstrted
brektrug gis i mt d El a cmbied, versus
y 5% f district scs, ccrdig t nlnS iter
ssessmet.171 Mkig brektrug gis mes tt
te sc is trck t ve 90% r mre studets
perfrmig t grde eve witi five t seve yers.172
Tis represets tw d f times imprvemet i te
percet f scs mkig tese gis.
nlnS s fud tt ig scs ed by new leders ve
iger grduti rtes t district verges. Ery resuts
frm te RanD study pit t grduti effects tt grw
wit nlnS pricips epsure t teir scs.173 Iter
ssessmets fud tt i 2009, te verge grduti
rte fr sc ed by nlnS pricip fr tw r
mre yers ws 74%, cmpred wit rte f 65% fr
district scs.174 Tis represets 14% imprvemet i
grduti rtes ver te district verge, despite te fct
tt nlnS pricips wrk i te igest-eed scs.
Placement, commitment, and reach of New Leaders: Te
percetge f grdutes w g t becme pricips
is imprtt iterim impct mesure f pricip
recruitmet d triig prgrm. here, nlnS utperfrms
trditi prgrms:
Cmpred wit trditi prgrms, sigificty rger
sre f nlnS grdutes becme pricips i te f irst few
yers: 81% f nlnS grdutes175 cmpred wit 20%
30% tiy.176
-
8/7/2019 High Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students
47/104
HIgH ImPaCT PHIlaNTHRoPy To ImPRove TeaCHINg qualITy4
c/ q:
177
nlnS estimtes te cstf recruitig d triig pricip t be $112,000 per
residet. Tis tt icudes stff d trve time devted
t recruitmet d seecti, te fur-week summer triig
prgrm, semirs trugut te Fudti Yer, d
sm stiped fr metr pricips. Te u cst t
suppr t prcticig pri cip is but $13,000, wic cvers
ccig, gig triig d cmmuity-buidig effrts,
d supprt ts suc s sc digstic istrumets.
nlnS geery receives but 10% f its fudig frm
sc districts, but 10% trug feder fudig, d
but 80% frm privte surces.
c : Fr estimted $170 per secdry
studet i sc ed by new leder, resuts icude:
Improved student achievement
Midde sc studets i scs wit nlnS-
tried pricips fr tree r mre yers imprved
teir stdrdized test scres by 2.4 percetie
pits i mt d 2.5 percetie pits i redig
verge, s cmpred wit simir studets i
te district, idictig cceerted erig.178
Midde sc studets e-yer gis refected
seve-fd imprvemet ver verge district gis
i mt d Egis guge rts ( Ela) test scres
cmbied.179
new leder-ed midde scs utperfrmed
district scs (by tw d f times) i terms
f te percet f scs mkig brektrug
gis.180
Higher student graduation rates. new leder-ed igscs swed 14% imprvemet i grduti rtes
ver te district verge.181
Fr detied eptis f w we rrived t cst d
impct estimtes, see te ppedi.
n : Fr mre ifrmti, pese
ctct Juie hrwitz, cief eter ffirs fficer, t
[email protected], r visit te nlnS Website t
www.s.rg.
-
8/7/2019 High Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students
48/104
THe CeNTeR FoR HIgH ImPaCT PHIlaNTHRoPy42
bn r m in Prctic: othr
rsrcs fr nrs
W N L N S,
, ,
- . O z
. O
,
(N Y, A, C, D
) z
y
.
T y y
,
y,
y y . TA D
. (See pages -.)
Te NYC Leadership Academy
. A
y y
y N Y Cy,
z y y
-- N Y
Cy D E. I :
;
;
-y ; -
y -
; NY Cy D E. I ,
z
,
,
,
,
. T z y
, -
z
,
.82
R NYC LAy .yy..
-
8/7/2019 High Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students
49/104
HIgH ImPaCT PHIlaNTHRoPy To ImPRove TeaCHINg qualITy 43
A
qy
. N, - , j
z
. W-
y
. T y
,
, , y. L y
y,
zz -
y . J
y
, -
.
T - -
qy y.
I , -
z
. W-
y y y
- y
;
, y
, ,
, , ,
y .8 S
,
, .
E -
, y
, y . My
- -
. T
, y
. T
,
z 47-
52. T . C
y. (See page or more onCharter Schools.)
Wht nrs sh k fr
By
, , ,
. H
-
, , y :
. Processes and structures that strengthen
individual teachers skills. T : S
C
O
solution 2 : supporting effeCtive whole-sChool reform models
-
8/7/2019 High Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students
50/104
THe CeNTeR FoR HIgH ImPaCT PHIlaNTHRoPy44
greAt bAng for buCk: supporting effeCtive whole-sChool
reform models
The llwig aalses are base reprte ttal (istrict speig pls philathrpic s), per-ppil cstsa cmete reslts Caliria-base Gree dt Pblic Schls a new yrk-base Geerati Schls.
C l:
F $8,400 i Ls Ageles, stets atteig a Gree
dt charter schl eperiece:
F as measre b a ariet acaemic measres, cmpare with ther
pblic high schls i the same eighbrh a istrict. 12% r Gree dt schls er cmparable schls. 86% - -y , espite serig high-ee
stet pplatis.
C mm z (CMO) kv x l:
F $9,800 i Ls Ageles, reslts the irst tw ears
Gree dts takeer Lcke Seir High Schl icle:
50% -y . 48% 75% q
.
R l:
F xy $15,000 per ear rig the start-p ears (with a epecte
lwer cst ~$12,500 ater ear three), atteig Brkl Geerati Schl has reslte i the llwig
impacts r stets:
70% x q , espite the act that l 20% stets etere
the schl perrmig at grae leel. m - .
Note: Per-pupil spending varies widely by district and state. For example, average annual per pupil district spending over the
last couple years was approximately $10,500 in Los Angeles and $12,500 in New York City.
(SEE THE ModELS In PRACTIC E FoR SouRCES, And SEE THE APPEndIx FoR dETAILS on ouR CALCuL ATIonS.)
-
8/7/2019 High Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students
51/104
HIgH ImPaCT PHIlaNTHRoPy To ImPRove TeaCHINg qualITy 45
2. High perormance expectations and the systems
required to reach them. T :
F ,
,
/ ,
y y y
F , y
;
z, y, y
y;
. Mechanisms that allow teachers and
administrators to know and keep track o all
students. T :
C j (..,
z
y )
C
M
4. School day and school year that are scheduled
to maximize learning time or teachers and
students, y:
E y y
(
y
)
C
5. Curriculum that is rigorous, relevant and
engaging to high-need secondary students. T
:
M
- (.., j
- )
C-
O
S
E (.., y)
6. School perormance management strategy,
y:
S (..,
, y ,
y )
A , z
y, y -
A ,
, , ,
,
-
8/7/2019 High Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students
52/104
THe CeNTeR FoR HIgH ImPaCT PHIlaNTHRoPy46
ms in Prctic: Wh-sch
rfr
O
- . O
, , -
. F M P,
y
- .
T , G D P
S,
. W
y -
,
G D . F,
y , G D
,
y
y .
S, G D
.T, jy
z,
y
.
W y y, -
, G S,
. I
y
qy , y, .
G S y
z
.
CHaRTeR SCHoolS: a PRImeR
over te st decde, debte s rged betwee tse w fvr crter scs d tse w ppse tem.
Prpets ve rgued tt crter scs permit eeded ivtis tt re impssibe witi te etreced
bureucrcy d ui rues f te verge sc district. oppets crge tt crter scs crem ff district
fuds d te best studets, udermiig pubic educti. I trut, it is ery impssibe t geerize but cr ter scsbecuse f sigifict vr itis i teir desig, cti, strtegy, d resuts. here re te fct s:
Crter scs re pubic scs: tey re utrized trug stte egisti, d tey usuy receive te sme
per-studet cti s ter pubic scs i te district r stte i wic te cr ter is estbised.
Crters fte ve mre utmy t regur district scs we it cmes t irig d firig, cmpesti,
curricuum, d sc struct ure.
Mst sttes set cp te umber f crter scs tt c be peed ec yer, tug recet feder picy
s put pressure sttes t rise r remve suc cps.
Crter scs educte y sm frcti f K12 studets currety fewer t 3%.184
Crter scs c be perted s sige scs r etwrks f scs ru by crter mgemetrgizti (CMo).
Sever studies ve sw tt, i terms f studet cievemet, te verge crter sc is dig better t te
verge pubic sc.185
It is becmig icresigy cer tt t crter scs re creted equ; just s i te pubic sc system, tere re
eceet crter scs, terribe crter scs, d everytig i betwee.
-
8/7/2019 High Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students
53/104
HIgH ImPaCT PHIlaNTHRoPy To ImPRove TeaCHINg qualITy47
a : T my ig-eed secdry studetsre i pubic scs were epecttis fr studets
re w, discipie issues disrupt erig, curricuum is
iceret, tecers re ieffective, d prets re t
egged. atug tere is wide vriti i te quity f
crter scs (SEE PaGE 46), crter scs c be mre
ggressive d ivtive i ddressig suc issues sice
teir crters free tem frm sme f te district bureucrcy
d ui ctrcts tt c impede refrm. Etedig te
sc dy, wig tecers t give mre time t struggig
studets, icresig py fr effective tecers, firig
ieffective es, d cgig te curricuum re just few
empes f cges tt c be esier fr crter sct impemet. Tis Mde i Prctice prvides iustrti
f w e crter mgemet rgizti (CMo)
Gree Dt Pubic Scs s used its biity t wrk
utside te trditi system t imprve te evirmet i
wic tecers tec d studets er.
n : Gree Dt Pubic Scs ws fuded
i ls agees i 1999 i respse t te fiures f pubic
ig scs i te re. Sice its icepti, Gree Dt s
peed 17 crter ig scs i te mst vuerbe res
f ls agees. Tis umber icudes te turrud f
rge pubic ig sc tt resuted i t e creti f eigtGree Dt scs. Gree Dt serves primriy ig-eed
studets: 93% f its studets quify fr free r reduced-
price uc, 25% re Egis guge erers, 80% re
lti, d 19% re afric -americ.186 accrdig t te
rgizti, Gree Dt evisis pubic sc system
i ls agees mde up f sm, ig-perfrmig scs
tt ec ecmpss beief i te pteti f studets,
fster tecer cretivity, ecurge pret ivvemet,
d utimtey prepre studets fr cege, edersip, d
ife.187
h : Gree Dt eders, ike tse f my fte best kw crter sc mgemet rgiztis,
describe dig wtever it tkes t imprve studet
erig. Fr Gree Dt tis s icuded:
Engaging unions for change: Uike my crter
rgiztis, Gree Dt empys uiized tecers, d
te ui ws ivved i desigig te sc mde.188
Gree Dt tecers ve vice i sc picy d
curricuum d wrk urs tt re t cstried by set
umber f miutes s specified i mst ui ctrcts.
Selective recruitment of teachers: Gree Dt tecers ted tbe firy yug, wit verge ge f 28 yers d verge
tecig eperiece f 4.5 yers.189 Te rgizti seects
cdidtes crefuy, empsizig crcteristics f umiity,
refective prctice, d wiigess t er d imprve.190
Tecer recruitmet ivves sever iterview ruds d
writte test t t screes fr vues iged wit Gree Dts
cuture d rediess t wrk i urb scs.191
Performance management tied to standards: a scs
re required t use iterim ssessmets t guge studet
prgress trugut te yer, s we s t ffer studets
ger sc dy, ctc-up pprtuities, d cege
kwedge prgrmmig. a scs f fer te cre curses
required by te stte f Cifri fr ig sc grduti
d cege etry. Gree Dt s s dpted redig
prgrm d rubric iged wit Te Cifri Writig
Prject t sce up studet writig t cege eve ver te
fur yers f ig sc. Scs wit prmisig studet
utcmes re wed mre eewy i csig cu