What We What We Know About Know About

Teacher Teacher Preparation Preparation Programs Programs

Jack StatesJack StatesRonnie DetrichRonnie Detrich

Randy KeyworthRandy KeyworthABAI - 2010ABAI - 2010

Big Ideas!

1. Instructional Interventions can make a big difference in achievement

2. Teachers make a difference in achievement

3. NCLB highly qualified requirements may be off target

4. Current preparation models are not making a difference

5. Insufficient research on how preparation programs are performing against critical teaching skills

(Effectiveness Cost Ratio = Effect Size/Cost Per Student)

Yeh, S. S. (2007). The cost-effectiveness of five policies for improving student achievement. American Journal of Evaluation, 28(4), 416-436.

What We KnowWhat We KnowThe impact of structural interventions has been disappointing

The Impact of What Happens in the Classroom

Visible Learning, Hattie, J (2009)

Medium

What We KnowTeachers are very important: Effect Size .20 - .407% - 21% of student gains can be attributed to teacher effectiveness(Nye et al., 2004)

How Does NCLB DefineHow Does NCLB Define “Highly Qualified”? “Highly Qualified”?

1. Full State licensure or certification

(No emergency, temporary, or provisional basis)

2. A bachelors degree

3. Demonstrate knowledge of subject areas

Constantine, J., Player D., Silva, T., Hallgren, K., Grider, M., and Deke, J. (2009). An Evaluation of Teachers Trained Through Different Routes to Certification, Final Report (NCEE 2009- 4043). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

What We Know What We Know - No Child Left Behind mandates full state certification- In 2004-05 approximately 1 in 7 teachers did not meet standard

SOURCE: National Education Association, Status of the American Public School Teacher, 2000-01. (This table was prepared August 2003.)

SOURCE: American National NAEP Reading Scores 1990 through 2007. U.S. Department of Education

Literature Review Studying Teacher Education: The Report of the AERA Panel on Research and Teacher Education (2005)Creating Effective Teachers: Concise Answers for Hard Questions (2003)

Subject matter impact

negligible

What We Know- No Child Left Behind mandates subject matter competency- Subject matter effect size: .06 - .12

What Preparation Model Works Best?

Four year vs. five year programs

National certification

Accredited training programs

✔

✔

✔

Andrew 1990 and Andrew and Schwab 1995

What We Know: 4 vs 5 year preparation - No rigorous studies to give us the answer – best is survey based data- Despite cost and questionable results extended programs grow

National Board Certification and Teacher Effectiveness: Evidence from A Randomized Assigned Experiment, December 2008

What We KnowWhat We Know82,000 teachers are NBPTS certified nationwide

National Certification National Certification Has Minimal Impact on Has Minimal Impact on

Improving Student Improving Student AchievementAchievement

WWhhaatt WWee KKnnooww

No rigorous research is available regarding achievement and National Council for the Accreditation of Teacher Education (NCATE)

Rigorous Research on

Student Achievement

Absent

Critical Teaching Skills

Active teaching

Classroom behavior management

Classroom organization

Formative assessment

Subject matter

Curriculum

✔✔✔

✔

✔✔

The Impact of What Happens in the Classroom

Visible Learning, Hattie, J (2009)

Medium

What Schools Are TeachingWhat Schools Are Teaching

Response to Intervention and Teacher Preparation, Spear-Swerling, 2008

What Are Colleges Teaching?

Only 15%Teach All

50%Teach 2 or less

50%Teach 2 or less

53%Teach 2 or

less

What Education Schools Aren't Teaching About Reading and What Elementary Teachers Aren't LearningWalsh et al. 2006

Pedagogy How Are Teachers Taught?

Definition

The science of teaching referring to theories of learning, strategies of instruction, and methods for teaching.

• Didactic presentation – lectures• Reading - materials• Discussion• Computer instruction• Role playing • Simulation• Demonstration• Coaching

What We Know About Teaching

Student Achievement Through Staff Development, Joyce & Showers, 2002

What We Know There are no data to know how widely coaching is employed

The principal measure was

“Attitude Change” and only 3 out of 107

were experimental

AERA Report : Studying Teacher Education, 2005

How Are Teaching Candidates Assessed?How Are Teaching Candidates Assessed?

Response to Intervention and Teacher Preparation, Spear-Swerling, 2008

no examples no examples based on based on

achievementachievement

Student Achievement

What is the knowledge base linking teacher preparation programs and

student achievement?

Value Added Modeling

VAM: Statistical techniques to assess the impact variables such as schools or teachers on student achievement

Summary

1. Teaching and Teachers make a difference

2. Current methods of preparing teachers either are not supported by research or rigorous research is non-existent

3. There is a strong knowledge base for what skills teachers need, but there is little data to show we are do it

4. Coaching is critical for effectively preparing teachers, but little data on how it is used