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Qualities of Effective Teachers
Stronge Teacher Performance Evaluation SystemStronge Teacher Performance Evaluation System
©Stronge, 2014 All Rights Reserved©Stronge, 2014 All Rights Reserved
Opening Questions
1. Why are effective teachers so important?
2. What is an effective teacher?
Why are effective teachers so important?
What factor had the largest effect on student achievement?
Mixed Ability Grouping?
Class Size?
Prior Achievement?
The Teacher?
What factor had the largest effect on student achievement?
Mixed Ability Grouping? 4
Class Size? 3
Prior Achievement? 2
The Teacher? 1
Wright, Horn, & Sanders, http://www.sas.com/govedu/edu/ed_eval.pdf (1997)
Influences on Student Achievement:Explained Variance
Hattie, http://acer.edu.au/documents (2003)
One-year Impact of Effective vs. Less Effective Teachers
240 250 260 270 280
Actual Reading
240
250
260
270
280
Actual Reading Score
Pre
dic
ted
Rea
din
g S
core
The majority of predictions were accurate.
5th Grade Reading: Predicted vs. Actual
Stronge, Ward, & Grant, Journal of Teacher Education (2011)
Over-predicted: The prediction was 16 points higher than actual.
This student scored exactly as predicted.
Under-predicted: The prediction was 20 points lower than actual.
(4,600 students; 300+ teachers)
Teacher Achievement Indices: Reading
20.00 30.00 40.00 50.00 60.00 70.00
Reading TAI
0
10
20
30C
ou
nt
Stronge, Ward, & Grant, Journal of Teacher Education (2011)
Lower than predicted growth
Higher than predicted growth
Dallas Research: Teacher Quality
Dallas, Texas data: 2800-3200 students per cohort
Comparison of 3 “highly effective” & 3 “ineffective” teachers (Jordan, Mendro, & Weerasinghe, 1997)
4th Grade Math Achievement
Dallas Research: Teacher Quality
Dallas, Texas data: 2800-3200 students per cohortComparison of 3 “highly effective” & 3 “ineffective” teachers (Jordan, Mendro, & Weerasinghe, 1997)
4th Grade Reading Achievement
Sequence of Effective Teachers
Low
High
52-54percentile
points difference
Low Low
High High
Sanders & Rivers (1996)
Sequence of Effective Teachers
Sanders & Rivers (1996)
High
Residual Effect
Two years of effective teachers could not remediate the achievement loss caused by one year with a poor teacher.
Mendro, Jordan, Gomez, Anderson, & Bembry (1998)
Time in School Year Needed to Achieve the Same Amount of Learning
Leigh, Economics of Education Review (2010)
0 1/4 1/2 3/4 1
25th PercentileTeacher
75th PercentileTeacher
Years Needed
Leigh, Economics of Education Review (2010)
0 1/4 1/2 3/4 1
10th PercentileTeacher
90th PercentileTeacher
Years Needed
Time in School Year Needed to Achieve the Same Amount of Learning
Annual Student Achievement Gains
05
101520253035
Class Size Reduction: 24:1 to 15:1 Teacher Quality Improvement: 75 vs. 25 %tilePe
rce
nti
le G
ain
Barber, M., & Mourshed, M. (2007). How the world’s best-performing school systems come out on top. London: McKinsey & Company. Retrieved from http://www.mckinsey.com/locations/ukireland/publications/pdf/ Education_report.pdf; Stronge, J.H., Ward, T.J., Tucker, P.D., & Grant, L.W., in preparation
Teacher Quality Improvement: 25th vs. 75th percentile
Class Size Reduction: 24:1 to 15:1
Spillover Effect
Jackon & Bruegmann, American Economic Journal: Applied Economics (2009)
Student achievement rises across a grade when a high-quality teacher comes on board: one-tenth to one-fifth the impact one-tenth to one-fifth the impact of replacing the students’ own of replacing the students’ own teacherteacher
What is an effective teacher?
The Enigma
Qualities of Effective Teachers
The Person
Background
Prerequisites Classroom Management & Instruction
Organizing for
Instruction
Implementing Instruction
Job Responsibilities and Practices
Effective Teachers
Monitoring Student
Progress & Potential
Stronge, Qualities of Effective Teachers, ASCD (2007)Diagram used with the Permission of Linda Hutchinson, Doctoral Student, The College of William and Mary
Which teacher factor is a strong predictor of student achievement gains?
• Teacher experience
• Teacher level of education
• Type of teacher certification
X
X
X
Prerequisites of Effective Teachers
Prerequisite Characteristics
3%
97%
PrerequisiteCharacteristics
Other TeacherCharacteristics
(Aaronson, Barrow, & Sanders, 2007)
Write a word or phrase to describe your most memorable teacher:
The Teacher as a Person
Which of these qualities is closest to your response?
Used cooperative learning Gave great tests Maintained control of the classroom Had a major in mathematics Cared about me Made learning fun Pushed me to succeed
The Teacher as a Person
• Caring
• Fairness & Respect
• Attitude
• Reflective Practice
Qualities of Effective Teachers
The Person
Background
Prerequisites Classroom Management & Instruction
Organizing for
Instruction
Implementing Instruction
Job Responsibilities and Practices
Effective Teachers
Monitoring Student
Progress & Potential
Stronge, Qualities of Effective Teachers, ASCD (2007)Diagram used with the Permission of Linda Hutchinson, Doctoral Student, The College of William and Mary
The Bottom Line
Joe Carroll (1994)
“… nothing, absolutely nothing has happened in education until it has
happened to a student”
Questions?