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Meeting the Teacher Quality Imperative: New Evidence on Teacher Induction and Professional Development ————————— October 30, 2008 Charles Sumner School Washington, DC. SEE Forums:. Steve Fleischman , SEE Forums Director & VP, American Institutes for Research (www.air.org)

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  1. Meeting the Teacher Quality Imperative: New Evidence on Teacher Induction and Professional Development —————————October 30, 2008Charles Sumner SchoolWashington, DC

  2. SEE Forums: • Steve Fleischman, SEE Forums Director & VP, American Institutes for Research (www.air.org) • Supported through a grant from the Institute of Education Sciences (ies.ed.gov) of the U.S. Department of Education

  3. Question 1: • Raise a green card if you think that improving teacher quality is the Number 1 challenge facing education today. • Raise a blue card if you think that improving teacher quality is among the Top 3 challenges facing education today.

  4. Question 2: Which of the following do you believe is the issue in teacher quality that needs the most attention and improvement in the coming years? • Raise your: • Green card for Teacher Recruitment • Blue card for Teacher Induction and Support • Yellow card for Teacher Professional Development • Purple card for Teacher Retention

  5. Panelists: • Steve Glazerman, Senior Researcher, Mathematica Policy Research, Inc. • Michael S. Garet, Chief Research Scientist, American Institutes for Research (AIR) • Kate Walsh, President, National Council on Teacher Quality (NCTQ)

  6. IES Evaluation of the Impact of Two Professional Development Interventions: Background • Most teachers in the U.S. participate in some form of in-service PD each year. • But little is known about the impact of the PD on teachers’ knowledge or instructional practice or on the achievement of their students. • Thus, IES funded a randomized study of two PD interventions focusing on 2nd grade reading in high-poverty schools: • An 8-day content-focused institute series • The 8-day institute series plus in-school coaching

  7. IES Evaluation of the Impact of Two Professional Development Interventions: Key Findings • The PD was delivered and teachers participated as intended. • There were significant impacts on teacher knowledge and on 1 of the 3 teaching practices promoted by the PD at the end of the 1-year treatment, but not on student test scores. • The added effect of coaching on teacher practices was not significant. • There were no significant impacts on measured teacher or student outcomes in the follow-up year.

  8. IES Evaluation of the Impact of Two Professional Development Interventions: Exploratory Analyses • What might explain why the impacts on teacher knowledge and practice did not translate into impacts on student achievement? • Why were the impacts on teacher outcomes found during the implementation year no longer significant at follow-up? • What might explain why the PD affected teachers’ word- but not meaning-level knowledge? • Why didn’t the coaching plus institutes produce greater impacts relative to the institutes alone?

  9. National Impact Evaluation of Comprehensive Teacher Induction* • What is “comprehensive teacher induction”? • What are we comparing it to? • How was the study designed? RCT with: • 1,009 teachers • 418 schools • 17 districts • 13 states *Authors: Steven Glazerman, Sarah Dolfin, Martha Bleeker, Amy Johnson, Eric Isenberg, Julieta Lugo-Gil, Mary Grider, Edward Britton

  10. Findings: Positive impacts on teacher induction support Control group received support… • 75% had an assigned mentor (13% full time) • 74 minutes/week with mentor (38% during school hours) • 81% say mentor meeting time is adequate • 28% kept log, 42% observed others teaching …but treatment group received more • 93% had an assigned mentor (74% full time) • 95 minutes/week with mentor (77% during school hours) • Positive impacts on types and intensity of assistance received, all 22 areas of guidance, many areas of PD

  11. Findings:No positive impacts on outcomes after one year • No impact on classroom practices • No positive impacts on student achievement • Some evidence of negative impacts at selected grades • No impact on teacher retention • No positive impacts on composition of teaching workforce

  12. Future reports • Year 2 • Provide second year of services to 7 districts • Continue to observe all districts • Follow-up and report on each type of district • Year 3 • Follow-up and report on each type of district

  13. Questions and DiscussionWhat implications does the research presented today have on policy, practice, and future research? 

  14. Contact Us: SEE FORUMSAmerican Institutes for Research 1000 Thomas Jefferson Street, NWWashington, DC 20007Attn: Steve Fleischmansfleischman@air.org If you are a member of the media, please contact Becky Powell at rpowell@air.org or (202) 403-6843. info@seeforums.org www.seeforums.org

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