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TeacherQuality:LessonsLearnedfromTeacherEducationResearch
Dr.TeresaFranklinEmeritaProfessor
EducationalStudies-InstructionalTechnologyOHIOUniversityfranklit@ohio.edu
The2020ChallengeTohelpthenationcompeteintheglobaleconomy,today’steacherswillhaveto:
educateallstudents
– includingthosefromincreasinglydiverseeconomic,racial,linguistic,andacademicbackgrounds– tothesamehighlearningoutcomes.
USDepartmentofEducation
Universities,Colleges
Researchers
PolicyMakers
50StateEducationAgencies
EducationDeans
ProfessionalAssociations
2010
The Research• Ongoingsince2010• 45Membersoftheresearchpanel
– Universities,governmentoffices,stateeducationagencies
• QuantitativeandQualitative• Meta-analysiswherepossibleonresearchpaperdata
Accreditationreports,policypapers,researchstudies,presentations,departmentofeducationreviews,etc.wereusedtoexamineteacherpreparation.
IssuesImpactingTeacherQuality
DisruptiveTechnologies
DiversityinTeacher
PreparationProviders
Accountability DataQuality Transparency
Research:QualityTeachers Must...EducateALL students…üRigorouscontent/expectations
üRigorinlearningoutcomes
üThinkcreativelyandsolveproblems,knowthecontent
üDiverseeconomic,racial,linguistic,andacademicbackgrounds
üCompletehighschoolcollege-andworkforce-ready
DetermineQualityAssuranceModel
Results…
1. AccreditationQualityAssuranceModel2. ClinicalPreparationModel3. PartnershipsforImprovedStudentLearning
DisruptiveTechnologies
Connectivism
DiversityofPreparationProviders
1. DemonstratehowwelltheyaddresstheneedsofP-12schoolsand
2. ImproveP-12studentlearninga. OnlineK-12b. TraditionalP-12c. HomeSchooledd. CommunitySchooled
MoreRigorousAccountability
QualityData
K-12SchoolEmployers University
TeacherPreparation
Candidates(Student)Teachers
andFaculty
DATA
QualityData
K-12SchoolEmployers University
TeacherPreparation
Preservice(Student)Teachers
andFaculty
1. Maintaindataonclinicalexperiences.(EdTPA)
2. StudentAchievementDatagoesbacktoStateEducationAgencyandEducationPreparation.
3. Facultyisexpectedtoreviewinstructionandreportchangesinstituted.
1. UniversitymustrespondtoTeacherPreparationchanges.
2. Maintainsaccreditationandfunding.
3. Maintainsdataonemployersatisfaction,yearstograduation,employmentofteachers,etc.
1. Requiredtopilotallassessments.
2. Datamustbeshowntobereliable,validandsufficienttodemonstratequalityofinstruction.
3. Eachprogrammusthave3consecutivesetsofdataonstudentteacherinacourse.
4. Identifyassessmentsthatdemonstrateteacherquality
5. Maintainsdataonemployersatisfaction,yearstograduation,employmentofteachers,etc.
1. Providequalifiedandtrainedmentorsforpreserviceteacher.
2. Dataontheevaluationofpreserviceteacher.
3. Dataofpreserviceteacherandstudentachievement.
4. Maintainaqualityteachingstaff.
DataRequirements
1.UniversitymustrespondtoTeacherPreparationchanges.
2.Maintainsaccreditationandfunding.
3.Maintainsdataonemployersatisfaction,yearstograduation,employmentofteachers,etc.
DataRequirements1. Identifyassessmentsthatdemonstrateteacherquality.
2. Requiredtopilotallassessments.3.Datamustbeshowntobereliable,validandsufficienttodemonstratequalityofinstruction.
4. Eachprogrammusthave3consecutivesetsofdataonstudentteacher inacoursefortheLearningOutcome.
5.Maintainsdataonemployersatisfaction,yearstograduation,employmentofteachers,etc.
DataRequirements
1. Providequalifiedandtrainedmentorsforpreserviceteacher.
2. Dataontheevaluationofpreserviceteacher.
3.DataofpreserviceteacherandP-12.studentachievement.
4.Maintainaqualityteachingstaff.
DataRequirements
1. Maintaindataonclinicalexperiences.(EdTPA)
2. StudentAchievementDatagoesbacktoStateEducationAgencyandEducationPreparation.
3. Facultyisexpectedtoreviewinstructionandreportchangesinstituted.
StrengtheningCandidateSelectionandPlacement
TeachereducationprogramsMUST:1. Bemoreselectiveanddiverse,2. Selectionprocessmusttakeintoconsideration
testscoresand keyattributes(attitudes)thatleadtoeffectiveteachers,and
3. Rewarded for STEM selection/placement.
QualityDataAdmissionChanges
1.DiverseAdmissions2.HigherGPA3.HigherSATandACTscores
TeacherPreparation
Preservice(Student)Teachers
andFaculty
ReviewofCandidates
1. Reviewattitudes2.HigherGPA3. Portfoliorequiredtograduate
RevampingCurricula,Incentives,andStaffing
Redesignpreparationprogramstosupporttheclosecouplingofpractice,content,theory,andpedagogy.TheteachereducationprogramMUST:
1. ChangetherewardstructureinacademeandthestaffingmodelsofP-12schoolstovalueclinicalteaching,
2. Support effectivementoringandimprovementinclinicalpreparation3. Implementalternativerewardstructuresthatenhanceandlegitimizetherole
ofclinicalfaculty,4. Createdualassignmentsforfacultywithanongoingroleasteachersand
mentorsinschools,and5. Rigorouscriteriaforthepreparation,selection,andcertificationofclinical
facultyandmentors.
K-12SchoolEmployers
Preservice(Student)Teachers
andFaculty
TeacherPreparation
• Rewardstructureforclinicalworkwithpreserviceteachers
- Universitylevel- P-12level
• Holddualpositionsforfaculty/K-12teachers
• HoldUniversitycoursesonP-12campus
• UsedatainrigorousselectionofclinicalfacultyandP-12teachers
QualityData
SupportingPartnerships
TeachereducationprogramsMUST:
1. Provideincentivesforpartnerships,2. Worktoremoveanyinhibitinglegalorregulatory
barriers,and3. Rewardpartnershipprogramsthatproduce
graduateswhodowanttoteachandarebeingpreparedinfieldwherethereismarketdemand(STEM).
TeacherPreparation
• UniversitiesorAdministrativebodymustprovideincentivestoK-12whopartnertotakePreserviceteachers
• UsedatatodetermineifpreserviceteachersarehiredinhighdemandSTEMareas
• Uselaborstatisticstodeterminewhereteacherswillbeneeded
• Closeprogramsnotneeded
QualityData
University
ExpandingtheKnowledgeBasetoIdentifyWhatWorksandSupport
ContinuousImprovement
TeachereducationprogramsMUST:1. Developlargeresearchbaseonwhatmakesclinical
preparationeffective2. Investinnewresearchtosupportthedevelopmentand
continuousimprovementofnewmodelsandtohelpdeterminewhicharethemosteffective
Results…
1. AccreditationQualityAssuranceModel2. ClinicalPreparationModel3. PartnershipsforImprovedStudentLearning
DisruptiveTechnologies
DiversityinTeacher
PreparationProviders
Accountability DataQuality Transparency
AccreditationQualityAssuranceModel
CouncilfortheAccreditationofEducatorPreparation
Preservice(Student)Teachers
andFaculty
TeacherPreparation
• Researchondatacollected
• Researchvs Teachingfaculty
• Review/approveallassessments
AccreditationQualityAssuranceModel
Repositoryisbeingbuilt…– AllTeacherPreparationOrganizations
• AssessmentTools• Datafromassessments• Reliabilityandvaliditydata• ResearchonTeacherPreparation• AccreditationReviews
ResearchLeadstoQualityOutcomes
DataReflectiveDashboards
ClinicalPractice
DataReflectiveDashboards
GeneralDemographics
DataReflectiveDashboards
CollegeImpactonState,US,andWorld
DataReflectiveDashboards
Whereourgraduatesteachinternationally!
Theresearchcallsforclinicallybasedpreparationwhichfullyintegratescontent,pedagogy,andprofessionalcourseworkaroundacoreofclinicalexperiences.
TransformingTeacherPreparation
throughClinicalPractice
Clinical Evidence-basedDesign Principles
DesignPrinciple#1
Student learning as the focus
• P-12studentlearningmustserveasthefocalpointfor:– designandimplementationofclinicallybasedteacherpreparation– theassessmentofnewlymintedteachers– theprogramsthathavepreparedthem.
Candidatesneedtodeveloppracticethatadvancesstudentknowledgeasdefinedbystatecontentstandards
DesignPrinciple#2Clinicalpreparationisintegratedthroughouteveryfacetofteachereducationinadynamicway
• Thecoreexperienceinteacherpreparationisclinicalpractice:– Contentandpedagogyarewovenaroundandthroughout– Preparationincludescoursework,laboratory-basedexperiencesand
school-embeddedpractice.
DesignPrinciple#3
• Candidates’practicemustbedirectlylinkedto:– InTASCcoreteachingstandardsforteachersandCommon
CoreStandards– Evaluationofcandidatesmustbebasedonstudents’
outcomedata• studentartifacts,summativeandformative
assessments;• datafromstructuredobservationsofcandidates’
classroomskillsbysupervisingteachersandfaculty;• dataaboutthepreparationprogramand
consequencesofrevisingit.
Acandidate’sprogressandtheelementsofapreparationprogramarecontinuouslyjudgedonthebasisofdata
DesignPrinciple#4
• Candidatesmust:– developabaseofknowledge,abroadrangeofeffectiveteaching
practices,andtheabilitytointegratethetwotosupportprofessionaldecision-making,
– theabilitytochangewiththeenvironment,– mustlearntousemultipleassessmentprocessestoadvancelearning
andinformtheirpracticewithdatatodifferentiatetheirteachingeffectiveteachersareinnovatorsandproblemsolvers,and
– workingwithcolleaguesconstantlyseekingnewanddifferentwaysofteachingstudentswhoarestruggling.
Programsprepareteacherswhoareexpertincontentandhowtoteachitandarealsoinnovators,collaboratorsandproblemsolvers.
DesignPrinciple#5
• Candidatesneedlotsof– opportunitiesforfeedback– mustpracticeinacollaborativeculture– expectrigorouspeerreviewoftheir
practice– mustimpactstudentlearning.
Candidateslearninaninteractiveprofessionalcommunity
DesignPrinciple#6
• Thosewholeadthenextgenerationofteachersthroughouttheirpreparationandinductionmust– Beeffectivepractitioners,skilledindifferentiating
instruction,proficientinusingassessmenttomonitorlearningandprovidefeedback
– persistentsearchersfordatatoguideandadjustpractice
– exhibitorsoftheskillsofclinicaleducators– shouldbespeciallycertified,accountablefortheir
candidates’performanceandstudentoutcomes– commensuratelyrewardedtoserveinthiscrucialrole.
ClinicaleducatorsandcoachesarerigorouslyselectedandpreparedanddrawnfrombothhighereducationandtheP-12sector.
DesignPrinciple#7
• Allcandidatesmusthave– intensiveembeddedclinical
schoolexperiences– thatarestructured,staffed
andfinancedtosupportcandidatelearningandstudentachievement.
Specificsitesaredesignatedandfundedtosupportembeddedclinicalpreparation.
DesignPrinciple#8
• State-of-the-arttechnologiesshouldbeemployedbypreparationprogramstopromote:– Enhancedproductivity,greaterefficiencies,
andcollaborationthroughlearningcommunities
– Technologyshouldalsobeanimportanttooltosharebestpracticesacrosspartnerships
– tofacilitateon-goingprofessionallearning
Technologyapplicationsfosterhigh-impactpreparation.
DesignPrinciple#9
• Apowerfulresearchanddevelopmentinfrastructuresupportsknowledgedevelopment,innovation,andcontinuousimprovement.– newresearchknowledge,eachmust
systematicallygatherandusedata,and– becomepartofanationaldatanetworkon
teacherpreparation
Effectiveteachereducationrequiresmorerobustevidenceonteachingeffectiveness,bestpractices,andpreparationprogramperformance.
PartnershipsforImprovedStudent
Learning
Partnerships
• Schooldistricts,preparationprograms,teacherunions,andstatepolicymakersmust:– formstrategicpartnershipsbasedonthe
recognitionthatnonecanfullydothejobalone– definingclinicallybasedteacherpreparationas
commonworkforwhichtheyshareresponsibility,authority,andaccountabilitycoveringallaspectsofprogramdevelopmentandimplementation.
Strategicpartnershipsareimperativeforpowerfulclinicalpreparation.
Now5YearsLater…Annualreportsbystatesattheprogramlevelonthefollowingmeasures…
ü Placementandretentionratesofgraduatesintheirfirst3yearsofteaching(especiallyhighneedsschools);
ü Feedbackfromgraduatesandtheiremployersontheeffectivenessofprogrampreparation;
ü Studentlearningoutcomesmeasuredbynoviceteacher’sstudentgrowth,teacherevaluationresults,and/orstate-determinedmeasuresthatisrelevanttostudents’outcomes,includingacademicperformance,andmeaningfullydifferentiatesamongstteachers;and
ü Otherprogramcharacteristics,includingassurancesthattheprogramhasspecializedaccreditationorgraduatecandidateswithcontentandpedagogicalknowledge,andqualityclinicalpreparation,whohavemetrigorousexitrequirements.
2020
• ABET(2004).SustainingtheChange:AFollow-UpReporttotheVisionforChange.Baltimore,MD:ABET.• AmericanCouncilforEducation(2012).ReportoftheTaskForceonAccreditation.Washington,DC:• AmericanCouncilforEducation(ACE).• BillandMelindaGatesFoundation(2011).LearningAboutTeaching:InitialFindingsfromtheMeasuresofEffectiveTeachingProject.Seattle,WA:BillandMelindaGatesFoundation.• CHEA(2005).ResultsofaSurveyofAccreditingOrganizationsonPracticesforProvidingInformationtothePublic.Washington,DC:CouncilforHigherEducationAccreditation(CHEA).• Dill,DavidD.,Massy,WilliamF.,Williams,PeterR.,andCook,CharlesM.(1996).Accreditationand• AcademicQualityAssurance:CanWeGetTherefromHere?ChangeMagazine,28,5.• Ewell,P.T.(2012).DiscipliningPeerReview:AddressingSomeDeficienciesinU.S.AccreditationPractice.InM.LaCelle-PetersonandD.Rigden (eds.),Inquiry,Evidence,andExcellence:ThePromiseandPracticeofQualityAssurance.Washington,DC:TeacherEducationAccreditationCouncil(TEAC),89-105.• Ewell,P.T.(2010).TheNew“Ecology”ofHigherEducation:ChallengestoAccreditation.Alameda,CA:WesternAssociationofSchoolsandColleges(WASC)SeniorCommission.• Ewell,P.T.(2008).U.S.AccreditationandtheFutureofQualityAssurance.Washington,DC:CouncilforHigherEducationAccreditation(CHEA).• NationalAdvisoryCommitteeonInstitutionalQualityandIntegrity(2012).NACIQIDraftFinalReport:HigherEducationAccreditationReauthorizationPolicyRecommendations.Washington,DC:• NationalAdvisoryCommitteeonInstitutionalQualityandIntegrity(NACIQI).• NationalCouncilforAccreditationofTeacherEducation(2010).TransformingTeacherEducationthroughClinicalPractice:ANationalStrategytoPrepareEffectiveTeachers.Washington,DC:• NationalCounciltheAccreditationofTeacherEducation(NCATE).• NationalResearchCouncil(2010).PreparingTeachers:BuildingEvidenceforSoundPolicy.Washington,DC:TheNationalAcademiesPress.• WASCAccreditingCommissionforSeniorColleges(2002).EvidenceGuide:AGuidetoUsingEvidenceintheAccreditationProcess.Alameda,CA:WesternAssociationofSchoolsandColleges(WASC)SeniorCommission.• USDOE(2006).ATestofLeadership:ChartingtheFutureofAmericanHigherEducation,ReportoftheCommissionAppointedbySecretaryofEducationMargaretSpellings.Washington,DC:U.S.DepartmentofEducation(USDOE).
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