moving from access to success: exploring the role of effective teachers in the education of students...
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Moving From Access to Moving From Access to Success: Exploring the Role Success: Exploring the Role of Effective Teachers in the of Effective Teachers in the
Education of Students Education of Students Experiencing HomelessnessExperiencing Homelessness
Patricia A. Popp, Ph.D.Patricia A. Popp, Ph.D.The College of William and MaryThe College of William and Mary
[email protected]@wm.edu
National Center for Homeless EducationApril 25, 2013
McKinney-Vento Act
Reauthorizes the Stewart B. McKinney Act, originally enacted in 1987
Provides states with funding to support local grants and statewide initiatives
Requires educational access, attendance, and success for homeless children and youth
Outlines responsibilities for local liaisons
DATA SNAPSHOTSDATA SNAPSHOTS
1997 Report to Congress* Of students experiencing
homelessness (K-12) •88% were enrolled while homeless•55% were attending school regularly
while homeless 21% of preK were enrolled in
programs (first data collected)
* States Reported Estimates
2000 Report to Congress*
Of students experiencing homelessness (K-12) •87% were enrolled while homeless
(-1%)•77% were attending school
regularly while homeless (+22%) 15% of preK were enrolled in
programs (-6%)
HE WHO IS TESTED GETS HE WHO IS TESTED GETS TAUGHTTAUGHT
GPRA Goals
Increase percentage of hcy included in state math and reading assessments
Increase percentage of hcy included and meeting or exceeding proficiency levels
Participation
2001-02 – first year achievement data was collected for subgrants
Year 2001-02 2003-04 2004-05
Number Tested
30,000 63,000 85,000
% Tested 50% 45% 55%
Approximate numbers; NCHE 2006 unpublished report
Percent Proficient
Rank Order:Rank Order:What factor had the largest effect on What factor had the largest effect on
student achievement?student achievement?
Mixed Ability Mixed Ability Grouping?Grouping?
Class Size?Class Size?
Prior Prior Achievement?Achievement?
The Teacher?The Teacher?
Study Highlight: Wright, S.P., Horn, S.P., & Sanders, W.L. (1997)
What factor had the largest effect on What factor had the largest effect on student achievement?student achievement?
Mixed Ability Mixed Ability Grouping?Grouping? 44
Class Size?Class Size? 33
Prior Prior Achievement?Achievement? 22
The Teacher?The Teacher? 11
Study Highlight: Wright, S.P., Horn, S.P., & Sanders, W.L. (1997)
One-year Impact ofOne-year Impact ofEffective vs. Less Effective vs. Less Effective TeachersEffective Teachers
Source: Stronge, Ward, & Grant, Journal of Teacher Education, upcoming
240 250 260 270 280
Actual Reading
240
250
260
270
280
5th Grade Reading: Predicted vs. Actual
Teacher Effectiveness Indices: Reading
20.00 30.00 40.00 50.00 60.00 70.00
Reading TAI
0
10
20
30
Reading: One-Year Impact of Effective vs. Ineffective Teachers
0%
10%
20%
30%
40%
50%
60%
Beginning of Year End of Year
Top QuartileTeachers
BottomQuartileTeachers
Not
e: D
ata
pres
ente
d in
per
cent
ile s
core
s
Student Off-task Student Off-task BehaviorBehavior
11Stronge, Ward, Tucker, & Hindman, 2008
2 2 Stronge, Ward, & Grant, in review
Less Effective Less Effective Teacher Teacher
(bottom quartile)(bottom quartile)
EffectiveEffective
TeacherTeacher(top quartile)(top quartile)
Study 1Study 111
12 minutes12 minutes 2 hours2 hours
Study 2Study 222
20 minutes20 minutes 1 hour1 hour
Two years of effective teachers could not remediate the achievement loss caused by one year with a poor teacher.
Residual Effect
Source: Mendro, Jordan, Gomez, Anderson, & Bembry (1998)
Sequence of Effective Teachers
Low
High+ 52-54
Percentilepoints
Low Low
High High
Source: Sanders & Rivers, 1996
Time in School Year Needed to Achieve the Same Amount of Learning
0 1/ 4 1/ 2 3/ 4 1
25th PercentileTeacher
75th PercentileTeacher
Years Needed
Source: Leigh, A. (n.d.). Estimating teacher effectiveness from two-year changes in students’ test scores. Retrieved May 22, 2007, from http://econrsss.anu.edu.au/~aleigh/.
Effective Teachers Effective Teachers Make a DifferenceMake a Difference
What Teachers Do What Teachers Do Makes a DifferenceMakes a Difference
The EnigmaThe Enigma
Most Memorable Teacher …Most Memorable Teacher … Write a word or phrase to describe Write a word or phrase to describe
your most memorable teacher:your most memorable teacher:
Which of these qualities is Which of these qualities is closest to your response?closest to your response?
Used cooperative learningUsed cooperative learning Gave great testsGave great tests Maintained control of the classroomMaintained control of the classroom Had a major in mathematicsHad a major in mathematics Cared about meCared about me Made learning funMade learning fun Pushed me to succeedPushed me to succeed
Qualities of Effective TeachersQualities of Effective TeachersEFFECTIVE TEACHERS
Prerequisites
Organizing for Instruction
Classroom Management &
Instruction
Implementing Instruction
Monitoring Student
Progress & Potential
The Person
Job Responsibilities and Practices
Source: Stronge, Qualities of Effective Teachers, ASCD, 2007
Diagram used with the Permission of Linda Hutchinson, Doctoral Student, The College of William and Mary
Background
Are highly effective teachers equitably distributed in
School districts Schools Classrooms/courses
Caution regarding QET studies tied to academic growth
Question:Where was the
American Declaration of Independence
signed?
Question:Name one of the
early Romans’ greatest
achievements.
Question:Name six
animals that live specifically in
the Arctic.
… Discovering Hidden Treasures, Jewels
I think they are jewels in the rough. And when I say this, it’s because they have great treasures hidden inside. And when I say there are treasures hidden inside – if you moved ten times in your five years, you know more about more places than anybody in here – there’s more to write about. … you know about something none of us know. If you’re homeless, you know more ways to use scissors than anyone ever thought of. They have a lot of knowledge. … Those children are hidden and sometimes you have to work really, really hard to get inside and you never really know what’s in there.
-- Louise
Great TeachersGreat TeachersChina & United States China & United States Comparative AnalysisComparative Analysis
Essential Question:
What do award-winning teachers of at-risk and/or highly mobile students do that makes them effective?
Method
Case Studies of six award-winning teachers in the US & China•1 to 2 hour observation of teaching•Interview of beliefs about teaching
and teaching practices
OBSERVATION RESULTSOBSERVATION RESULTS
Instructional Activities Per Observation
Student Engagement Per Observation
1 = low engagement 2 = moderate engagement 3 = high engagement
Cognitive Level of Instructional Activities Per
Observation
1 = not evident 2 = evident 3 = highly evident
QuestioningQuestioningPercentage of Questions by Cognitive Demand for Teacher-Percentage of Questions by Cognitive Demand for Teacher-
Generated and Generated and
Student-Generated QuestionsStudent-Generated Questions
Teacher Teacher GeneratedGenerated
N=203N=203
Student Student GeneratedGenerated
N=50N=50
Low Cognitive Low Cognitive DemandDemand
38%38% 26%26%
Intermediate Intermediate Cognitive Cognitive DemandDemand
35%35% 56%56%
High Cognitive High Cognitive DemandDemand
27%27% 18%18%
U.S. Teachers
Only
QuestioningQuestioningPercentage of Questions by Cognitive Demand for Teacher-Percentage of Questions by Cognitive Demand for Teacher-
Generated and Generated and
Student-Generated QuestionsStudent-Generated Questions
Teacher Teacher GeneratedGenerated
N=203N=203
Student Student GeneratedGenerated
N=50N=50
Low Cognitive Low Cognitive DemandDemand
38%38% 26%26%
Intermediate Intermediate Cognitive Cognitive DemandDemand
35%35% 56%56%
High Cognitive High Cognitive DemandDemand
27%27% 18%18%
Grant, Stronge, & Popp (2008)
U.S. Teachers
Only
QuestioningQuestioningPercentage of Questions by Cognitive Demand for Teacher-Percentage of Questions by Cognitive Demand for Teacher-
Generated and Generated and
Student-Generated QuestionsStudent-Generated Questions
Teacher Teacher GeneratedGenerated
N=203N=203
Student Student GeneratedGenerated
N=50N=50
Low Cognitive Low Cognitive DemandDemand
38%38% 26%26%
Intermediate Intermediate Cognitive Cognitive DemandDemand
35%35% 56%56%
High Cognitive High Cognitive DemandDemand
27%27% 18%18%
Grant, Stronge, & Popp (2008)
U.S. Teachers
Only
INTERVIEW RESULTSINTERVIEW RESULTSUnited States TeachersUnited States Teachers
Meeting At-Risk/Highly Mobile Student Needs
Affective Needs
Academic Needs
Technical Needs
Affective Needs
What does it mean?• Helping students develop a sense of belonging• Developing intrinsic motivation• Attending to emotional needs
What does it sound like?
I work hard to reduce stress in the classroom – to make it very comfortable and positive. I want to be seen as a helper/facilitator, not a dictator.
-- Jeana
Academic Needs
What does it mean?• Focusing on the academic achievement• Working toward academic progress
What does it sound like? I think [my relationship with students] it’s a big role because I take ownership into their learning process and involvement and there should be no question on their part that I’m a player and that they don’t stand alone. And I think that makes a big difference.
-- Janice
Technical Needs What does it mean?
• Focusing on the outside needs of at-risk/highly mobile students such as assistance with food, housing, referrals to agencies
• Considering relationship with parents in working with students
What does it sound like? It’s not that the parents don’t care and I find the parents increasingly supportive. But the reality is that they also come from highly dysfunctional homes.
-- Tanya
Overall Themes
Affective and academic needs intertwined
High expectations for all students
Assessment integral to instruction
A Planning Tool
Needs/ Enrollment Timing
Before At During After
Academic
Affective
Technical
HOW DO WE FIT IN AS STATE HOW DO WE FIT IN AS STATE COORDINATORS?COORDINATORS?
What does this have to do with us?What does this have to do with us?
Our Voice is Needed
Teacher (and principal) quality: recruitment, training, retention
Teacher (and principal) evaluation: tied to academic growth
Equity – courageous conversations
Other thoughts?
Metaphors for Teaching Metaphors for Teaching Teacher VoicesTeacher Voices
Teaching students who are at-Teaching students who are at-risk/highly-mobile is like … risk/highly-mobile is like …
… a Preventative for Alzheimer'sTeaching highly mobile students is a challenge that could one day prevent Alzheimer’s. By keeping the mind active and on the go. You have to be constantly aware and focused. And I’ve been told but I don’t know if it’s true or not that the active mind has less of a chance of developing Alzheimer’s than the mind that is not continually active.
-- Janice
… a Roller Coaster Ride
There are incredible highs and incredible lows but eventually you reach your destination if you just hang on. If you don’t mind being on a roller coaster it’s the thrill of a lifetime.
-- Tanya
“… nothing, absolutely nothing has happened
in education until it has happened to a student”
Joe Carroll, 1994