What Works in Schools: Translating Research into Action

1. What Works in Schools: Translating Research into Action

2. When Schools Account for 10% of Achievement Variance

3. When Schools Account for 20% of Achievement Variance

4. When Schools Account for 50% of Achievement Variance

5. School Teacher Student Factors Influencing Achievement 1. Guaranteed and Viable Curriculum 2. Challenging Goals and Effective Feedback 3. Parent and Community Involvement 4. Safe and Orderly Environment 5. Collegiality and Professionalism 6. Instructional Strategies 7. Classroom Management 8. Classroom Curriculum Design 9. Home Environment 10. Learning Intelligence/ Background Knowledge 11 Motivation

6. Leadership Leadership Leadership Leadership Factors Influencing Achievement 1. Guaranteed and Viable Curriculum 2. Challenging Goals and Effective Feedback 3. Parent and Community Involvement 4. Safe and Orderly Environment 5. Collegiality and Professionalism School 6. Instructional Strategies 7. Classroom Management 8. Classroom Curriculum Design Teacher 9. Home Environment 10. Learning Intelligence/ Background Knowledge 11 Motivation Student

7. The average correlation between principal leadership behavior and school achievement is .25 which means….

8. The average correlation between principal leadership behavior and school achievement is .25 which means…. a one standard deviation increase in principal leadership is associated (in a predictive sense) with a 10 percentile point gain in school achievement.

9. Power and Sample Size

10. The Test Statistic (1.64)

11. Rosenthal (1969) • 94 studies • Average value of test statistic=1.014 • Combined value = 9.83 • Failsafe N= 3,263

13. Factors Mediating Leadership Behavior Focus of the change and Order of the change

14. School Teacher Student Factors Influencing Achievement 1. Guaranteed and Viable Curriculum 2. Challenging Goals and Effective Feedback 3. Parent and Community Involvement 4. Safe and Orderly Environment 5. Collegiality and Professionalism 6. Instructional Strategies 7. Classroom Management 8. Classroom Curriculum Design 9. Home Environment 10. Learning Intelligence/ Background Knowledge 11 Motivation

15. 29 CSR ModelsBorman et al (2003) • Personnel costs: $13K ($0 to $208K) • Non-personnel costs: $72K ($15K to $780K)

16. Variability of Effect Sizes • Average: d= .15 • Range: -2.13 to +7.83 • 35% of effect sizes were below zero

17. Factors Mediating Leadership Behavior Focus of the change and Order of the change

18. Leadership for Incremental Change • Emphasize relationships • Establish strong lines of communication • Be an advocate for the school • Provide resources • Maintain visibility • Protect teachers from distractions • Create culture of collaboration • Look for and celebrate successes

19. Leadership for Second Order Change • Shake up the status quo • Hold everyone’s feet to the fire • Propose new ideas • Operate from strong beliefs • Tolerate ambiguity and dissent • Talk research and theory • Create explicit goals for change • Define success in terms of goals

20. School Factors Influencing Achievement • Guaranteed and Viable Curriculum • Challenging Goals and Effective Feedback • Parent and Community Involvement • Safe and Orderly Environment • Collegiality and Professionalism

21. School 1.Guaranteed and Viable Curriculum Factors Influencing Achievement • Guaranteed and Viable Curriculum • Challenging Goals and Effective Feedback • Parent and Community Involvement • Safe and Orderly Environment • Collegiality and Professionalism

22. If you wanted to teach all of the standards in the national documents, you would have to change schooling from K-12 to K-22. • 255 standards across 14 subject areas • 3,500 benchmarks • 13,000 hours of class time available • 9,000 hours of instruction available • 15,500 hours of instruction needed to cover the 3,500 benchmarks

23. School 2.Challenging Goals and Effective Feedback Factors Influencing Achievement • Guaranteed and Viable Curriculum • Challenging Goals and Effective Feedback • Parent and Community Involvement • Safe and Orderly Environment • Collegiality and Professionalism

27. School 3. Parent and Community Involvement Factors Influencing Achievement • Guaranteed and Viable Curriculum • Challenging Goals and Effective Feedback • Parent and Community Involvement • Safe and Orderly Environment • Collegiality and Professionalism

28. School 4. Safe and Orderly Environment Factors Influencing Achievement • Guaranteed and Viable Curriculum • Challenging Goals and Effective Feedback • Parent and Community Involvement • Safe and Orderly Environment • Collegiality and Professionalism

29. School 5. Collegiality and Professionalism Factors Influencing Achievement • Guaranteed and Viable Curriculum • Challenging Goals and Effective Feedback • Parent and Community Involvement • Safe and Orderly Environment • Collegiality and Professionalism

30. School Factors Influencing Achievement • Guaranteed and Viable Curriculum • Challenging Goals and Effective Feedback • Parent and Community Involvement • Safe and Orderly Environment • Collegiality and Professionalism

31. Teacher Factors Influencing Achievement 6. Instructional Strategies 7. Classroom Management 8. Classroom Curriculum Design

38. 6. Instructional Strategies Teacher Factors Influencing Achievement 6. Instructional Strategies 7. Classroom Management 8. Classroom Curriculum Design

39. works Classroom Instruction That Identifying similarities and differences Summarizing and note taking Reinforcing effort and providing recognition Homework and practice Nonlinguistic Representations Cooperative Learning Setting Objectives and Providing Feedback Generating and Testing Hypotheses Cues, Questions, and Advance Organizers

40. 7. Classroom Management Teacher Factors Influencing Achievement 6. Instructional Strategies 7. Classroom Management 8. Classroom Curriculum Design

41. 7. Classroom Management Classroom management is defined as teachers’ actions related to • Establishing and enforcing rules and procedures ES = -.76,P28 ii. Carrying out disciplinary actions ES =-.91,P32 iii. Maintaining effective teacher-student relationships, and ES=-.87,P31 iv. Maintaining an appropriate mental set ES= -1.29,P40

42. 7. Classroom Management • Carrying out disciplinary actions Effect Sizes for Disciplinary Interventions Reinforcement -.86 Punishment -.78 No immediate consequence -.64 Punishment and reinforcement -.97

43. 7. Classroom Management iii. Maintaining effective teacher-student relationships <<<<<<<<<<<<<<<<<<>>>>>>>>>>>>>>>>>>>High DominanceHigh Submission Clarity of purpose, Lack of clarity, strong guidance purpose, or direction <<<<<<<<<<<<<<<<<<>>>>>>>>>>>>>>>>>>>High Cooperation High Opposition Concern for needs Active antagonism, of others, team member thwart others’ goals

44. Mental Set

45. FINAL FOLIOS SEEM TO RESULT FROM YEARS OF DUTIFUL STUDY OF TEXTS ALONG WITH YEARS OF SCIENTIFIC EXPERIENCE.

46. FINAL FOLIOS SEEM TO RESULT FROM YEARS OFDUTIFUL STUDY OF TEXTS ALONG WITH YEARS OFSCIENTIFIC EXPERIENCE.

47. 7. Classroom Management iv. Maintaining an appropriate mental set • Mental set = • “withitness”- the disposition of the teacher to quickly and accurately identify problem behavior and act on it.” • emotional objectivity—“…implementing and enforcing rules and procedures…without interpreting violations…as a personal attack.”

48. Student Responsibility a) All strategies ES= -.69, P25 b) Cognitively based ES= -.78, P28 c) Self-monitoring ES= -.50, P23

49. 8. Classroom Curriculum Design Teacher Factors Influencing Achievement 6. Instructional Strategies 7. Classroom Management 8. Classroom Curriculum Design

50. Question One: What is the essential idea or concept and how will its importance be communicated