Preparing Students, Preparing Ourselves: Policy, Practice and Research on Teacher Effectiveness...

Preparing Students,

Preparing Ourselves:

Policy, Practice and

Research on Teacher

Effectiveness

Panelists:Andy Nash, DirectorNew England Literacy Resource Center/World Education, Inc.Jon Kerr, State Director of Adult EducationWA State Board of Community and Technical CollegesAmy Dalsimer, Director of Pre-College Academic Programming LaGuardia Community College, NY

Respondent:Dr. Brenda Dann-Messier, Assistant SecretaryOVAE/US Department of Education

Moderator:Silja Kallenbach, Vice President, World Education, Inc.

“The quality of an education system cannot exceed the quality of its teachers.”

~ How the World’s Best-performing School Systems Come Out on Top, McKinsey, 2007

What is teacher effectiveness and how can it be developed?

What makes an effective teacher?

• Is it their qualifications and characteristics?• Is it their practices?• Is it their outcomes? (student achievement?

persistence? goal attainment?)

What do we know about how to support teacher change?

• Provide teachers access to high quality professional development with these features:

• Content focused• Includes varied activities• Coherent• Sustained over time• Collaborative and job-embedded• Contextual• Reflective

(Desimone, 2009; Smith & Gillespie, 2007)

• Provide access to quality working conditions:• Paid benefits and prep time• Collaboration with colleagues• Inclusion in decision-making

(Smith, et al, 2003)

Several education researchers have pulled back the lens to look at the characteristics and practices of K-12 systems (in the U.S. and internationally) that have high student achievement. What is making their teachers effective?

Teacher effectiveness as

evidenced by student

performance

Recruitment and

Induction

Professional Development and Support

Program Leadership and Climate

McKinsey and Company, How the world’s best-performing school systems come out on top, 2007.

Organization for Economic Co-operation and Development (OECD), Building a High-Quality Teaching Profession, 2011

Washington’s I-BEST Revolution

Transforming Instructional Practices to

Increase Student Success

Washington State Adult Learning Standards• Identified what students should know and be able to do

• Identified what faculty need to know and be able to do to increase student achievement, transition, and completion

Trained Standards Cadre in reading, writing, math, and speaking and listening

Cadre trained faculty in every program on implementationPart-time faculty paid stipends & full-time release time

Trained basic skills directors to guide programs in implementation and teacher effectiveness

SBCTC required on-going standards implementation plan SBCTC provided Data for Program Improvement training & plan to

increase student success

I-BEST Initial Team Teaching Training

2006 Enlisted Expert Faculty to Deliver Training to the System on:–Developing integrated quality learning outcomes

– Implementing integrated & contextualized team-taught instruction

I-BEST Team Teaching Cadre2011 Established Team Teaching Cadre to Deliver Campus

Specific Training on:

–Developing integrated quality learning outcomes

– Implementing integrated & contextualized team-taught instruction

– Creating integrated syllabi and classroom activities & assignments

– Implementing an on-going team-teaching professional development plan