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What We Know About Teacher Preparation Programs

What We Know About Teacher Preparation Programs . Jack States Ronnie Detrich Randy Keyworth. ABAI - 2010. Big Ideas! . Instructional Interventions can make a big difference in achievement Teachers make a difference in achievement NCLB highly qualified requirements may be off target

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What We Know About Teacher Preparation Programs

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  1. What We Know About Teacher Preparation Programs Jack States Ronnie Detrich Randy Keyworth ABAI - 2010

  2. Big Ideas! • Instructional Interventions can make a big difference in achievement • Teachers make a difference in achievement • NCLB highly qualified requirements may be off target • Current preparation models are not making a difference • Insufficient research on how preparation programs are performing against critical teaching skills

  3. What We Know The impact of structural interventions has been disappointing (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.

  4. The Impact of What Happens in the Classroom Medium Visible Learning, Hattie, J (2009)

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

  6. How Does NCLB Define “Highly Qualified”? • Full State licensure or certification(No emergency, temporary, or provisional basis) • A bachelors degree • Demonstrate knowledge of subject areas

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

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

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

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

  11. What Preparation Model Works Best? ✔ Four year vs. five year programs National certification Accredited training programs ✔ ✔

  12. 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 Andrew 1990 and Andrew and Schwab 1995

  13. What We Know82,000 teachers are NBPTS certified nationwide National Certification Has Minimal Impact on Improving Student Achievement National Board Certification and Teacher Effectiveness: Evidence from A Randomized Assigned Experiment, December 2008

  14. What We KnowNo rigorous research is available regarding achievement and National Council for the Accreditation of Teacher Education (NCATE) Rigorous Research on Student Achievement Absent

  15. Critical Teaching Skills ✔ ✔ Active teaching Classroom behavior management Classroom organization Formative assessment Subject matter Curriculum ✔ ✔ ✔ ✔

  16. The Impact of What Happens in the Classroom Medium Visible Learning, Hattie, J (2009)

  17. What Schools Are Teaching Response to Intervention and Teacher Preparation, Spear-Swerling, 2008

  18. What Are Colleges Teaching? Only 15% Teach All 53% Teach 2 or less 50% Teach 2 or less 50% Teach 2 or less What Education Schools Aren't Teaching About Reading and What Elementary Teachers Aren't Learning Walsh et al. 2006

  19. PedagogyHow 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

  20. What We Know About Teaching Student Achievement Through Staff Development, Joyce & Showers, 2002

  21. 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

  22. How Are Teaching Candidates Assessed? no examples based on achievement Response to Intervention and Teacher Preparation, Spear-Swerling, 2008

  23. 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

  24. Summary • Teaching and Teachers make a difference • Current methods of preparing teachers either are not supported by research or rigorous research is non-existent • There is a strong knowledge base for what skills teachers need, but there is little data to show we are do it • Coaching is critical for effectively preparing teachers, but little data on how it is used

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