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?