teacher effectiveness and pupil learning gains: a canadian perspective from the alberta initiative...

Teacher Effectiveness and Pupil Learning Gains: A Canadian Perspective from the Alberta Initiative for School Improvement

Teacher Effectiveness and Pupil Learning Gains: A Canadian Perspective from the Alberta Initiative for School Improvement

Jim ParsonsJim ParsonsFaculty of EducationFaculty of EducationUniversity of AlbertaUniversity of Alberta

Jim ParsonsJim ParsonsFaculty of EducationFaculty of EducationUniversity of AlbertaUniversity of Alberta

Our HistoryOur History

SPIP - the Wonder DogSPIP - the Wonder Dog

The Standard Performance Indicator ProgramThe Standard Performance Indicator Program

Target low-achieving schools, and offer them Target low-achieving schools, and offer them research funding to improveresearch funding to improve

SPIP - the Wonder DogSPIP - the Wonder Dog

The Standard Performance Indicator ProgramThe Standard Performance Indicator Program

Target low-achieving schools, and offer them Target low-achieving schools, and offer them research funding to improveresearch funding to improve


The partners (as a community) rejected The partners (as a community) rejected SPIP.SPIP.

The Minister of Education said: “Then The Minister of Education said: “Then you do better.”you do better.”

AISI was born. AISI was born.

The partners (as a community) rejected The partners (as a community) rejected SPIP.SPIP.

The Minister of Education said: “Then The Minister of Education said: “Then you do better.”you do better.”

AISI was born. AISI was born.


AISI (somehow) pulled the partners AISI (somehow) pulled the partners together.together.

Philosophically, centered on site-based, Philosophically, centered on site-based, action research.action research.

Gave districts autonomy - recognized Gave districts autonomy - recognized diversitydiversity

Gave (forced into) teachers power and Gave (forced into) teachers power and leadershipleadership

Required research connectionsRequired research connections

AISI (somehow) pulled the partners AISI (somehow) pulled the partners together.together.

Philosophically, centered on site-based, Philosophically, centered on site-based, action research.action research.

Gave districts autonomy - recognized Gave districts autonomy - recognized diversitydiversity

Gave (forced into) teachers power and Gave (forced into) teachers power and leadershipleadership

Required research connectionsRequired research connections


Partners chose to require mixed-method Partners chose to require mixed-method assessment of projects.assessment of projects. 60% standardized60% standardized 40% locally created40% locally created

Each district’s projects had to submit Each district’s projects had to submit annual reports and a final report.annual reports and a final report.

Partners chose to require mixed-method Partners chose to require mixed-method assessment of projects.assessment of projects. 60% standardized60% standardized 40% locally created40% locally created

Each district’s projects had to submit Each district’s projects had to submit annual reports and a final report.annual reports and a final report.

An example of mixed-methodsAn example of mixed-methods

Early LiteracyEarly Literacy

60% standardized60% standardized Gates McGinnity used to assess reading levelsGates McGinnity used to assess reading levels Provincial achievement testsProvincial achievement tests

40% local40% local Teacher-student meetingsTeacher-student meetings Focus groups with other teachersFocus groups with other teachers Student portfoliosStudent portfolios

Early LiteracyEarly Literacy

60% standardized60% standardized Gates McGinnity used to assess reading levelsGates McGinnity used to assess reading levels Provincial achievement testsProvincial achievement tests

40% local40% local Teacher-student meetingsTeacher-student meetings Focus groups with other teachersFocus groups with other teachers Student portfoliosStudent portfolios

Huge Learning CurveHuge Learning Curve

None of the partners really knew what None of the partners really knew what they were doing - Learning Cliff!they were doing - Learning Cliff!

Government representatives were “by the Government representatives were “by the book” and managerialbook” and managerial

Although projects and leaders changed Although projects and leaders changed within districts, the process didn’t changewithin districts, the process didn’t change

Over the years, districts have begun to Over the years, districts have begun to lead (as opposed to government)lead (as opposed to government)

None of the partners really knew what None of the partners really knew what they were doing - Learning Cliff!they were doing - Learning Cliff!

Government representatives were “by the Government representatives were “by the book” and managerialbook” and managerial

Although projects and leaders changed Although projects and leaders changed within districts, the process didn’t changewithin districts, the process didn’t change

Over the years, districts have begun to Over the years, districts have begun to lead (as opposed to government)lead (as opposed to government)

Caveat #1 - The End of the StoryCaveat #1 - The End of the Story It is my belief that pupil gains in AISI - It is my belief that pupil gains in AISI -

which were regular and almost unfailing which were regular and almost unfailing - had more to do with teachers’ efficacy - had more to do with teachers’ efficacy and the spin-offs of that than specific and the spin-offs of that than specific methods, programs, or curriculum methods, programs, or curriculum ideas.ideas.

It is my belief that pupil gains in AISI - It is my belief that pupil gains in AISI - which were regular and almost unfailing which were regular and almost unfailing - had more to do with teachers’ efficacy - had more to do with teachers’ efficacy and the spin-offs of that than specific and the spin-offs of that than specific methods, programs, or curriculum methods, programs, or curriculum ideas.ideas.

Caveat #2Caveat #2

It is my belief that, to understand any It is my belief that, to understand any one aspect of a system (e.g. pupil one aspect of a system (e.g. pupil gains), one must work to understand gains), one must work to understand what happened throughout the entire what happened throughout the entire system.system. For example, success was not so much a For example, success was not so much a

particular kind of assessment but the “way” particular kind of assessment but the “way” assessing happened within the context - assessing happened within the context - geography and history.geography and history.

It is my belief that, to understand any It is my belief that, to understand any one aspect of a system (e.g. pupil one aspect of a system (e.g. pupil gains), one must work to understand gains), one must work to understand what happened throughout the entire what happened throughout the entire system.system. For example, success was not so much a For example, success was not so much a

particular kind of assessment but the “way” particular kind of assessment but the “way” assessing happened within the context - assessing happened within the context - geography and history.geography and history.

Caveat #3Caveat #3

It is my belief that growth in the system It is my belief that growth in the system generally and in assessment specifically generally and in assessment specifically occurred through the work of stories, occurred through the work of stories, disciplines, exemplars, and creative disciplines, exemplars, and creative rehearsals. [a “lore” was created and rehearsals. [a “lore” was created and expanded]expanded]

It is my belief that growth in the system It is my belief that growth in the system generally and in assessment specifically generally and in assessment specifically occurred through the work of stories, occurred through the work of stories, disciplines, exemplars, and creative disciplines, exemplars, and creative rehearsals. [a “lore” was created and rehearsals. [a “lore” was created and expanded]expanded]

Caveat #4Caveat #4

It is my belief that teachers live in a It is my belief that teachers live in a world defined by “what works.” This world defined by “what works.” This means that the end of any conversation means that the end of any conversation (including research and assessment (including research and assessment conversations) is sustainable practice conversations) is sustainable practice pointed towards successful student pointed towards successful student learning. learning.

It is my belief that teachers live in a It is my belief that teachers live in a world defined by “what works.” This world defined by “what works.” This means that the end of any conversation means that the end of any conversation (including research and assessment (including research and assessment conversations) is sustainable practice conversations) is sustainable practice pointed towards successful student pointed towards successful student learning. learning.

Caveat #5Caveat #5

It is my belief that research is not that It is my belief that research is not that complex - although human issues are. complex - although human issues are. We start with three basic questions:We start with three basic questions: What do we want? (e.g. what kind of What do we want? (e.g. what kind of

people do we want?)people do we want?) How can we create a space where this can How can we create a space where this can

happen? (e.g. where these people can happen? (e.g. where these people can grow?)grow?)

How can we know if we are successful? How can we know if we are successful? (e.g. how can we see growth?)(e.g. how can we see growth?)

It is my belief that research is not that It is my belief that research is not that complex - although human issues are. complex - although human issues are. We start with three basic questions:We start with three basic questions: What do we want? (e.g. what kind of What do we want? (e.g. what kind of

people do we want?)people do we want?) How can we create a space where this can How can we create a space where this can

happen? (e.g. where these people can happen? (e.g. where these people can grow?)grow?)

How can we know if we are successful? How can we know if we are successful? (e.g. how can we see growth?)(e.g. how can we see growth?)

Caveat #6Caveat #6

It is my belief that there are 5 keys to It is my belief that there are 5 keys to good assessment. Good assessment is:good assessment. Good assessment is: 1. Aligned to overall goals (e.g. student 1. Aligned to overall goals (e.g. student

needs).needs). 2. Informative (based on information)2. Informative (based on information) 3. Negotiated (built through conversation)3. Negotiated (built through conversation) 4. Transparent (there are no tricky things)4. Transparent (there are no tricky things) 5. Constant (e.g. regularly done)5. Constant (e.g. regularly done)

It is my belief that there are 5 keys to It is my belief that there are 5 keys to good assessment. Good assessment is:good assessment. Good assessment is: 1. Aligned to overall goals (e.g. student 1. Aligned to overall goals (e.g. student

needs).needs). 2. Informative (based on information)2. Informative (based on information) 3. Negotiated (built through conversation)3. Negotiated (built through conversation) 4. Transparent (there are no tricky things)4. Transparent (there are no tricky things) 5. Constant (e.g. regularly done)5. Constant (e.g. regularly done)

Caveat #7Caveat #7

It is my belief that the information I It is my belief that the information I present would be “challenged” by some. present would be “challenged” by some. Although I have attempted to earn the Although I have attempted to earn the right to share findings, the findings are right to share findings, the findings are what I saw - and others might have what I saw - and others might have seen other things.seen other things.

It is my belief that the information I It is my belief that the information I present would be “challenged” by some. present would be “challenged” by some. Although I have attempted to earn the Although I have attempted to earn the right to share findings, the findings are right to share findings, the findings are what I saw - and others might have what I saw - and others might have seen other things.seen other things.

What worked? (according to Jim)What worked? (according to Jim)

1. Each project was linked to 1. Each project was linked to accountability.accountability. Final reports were required as part of the Final reports were required as part of the

funding - no report, no funding!funding - no report, no funding! As a result, teachers and districts had to fill As a result, teachers and districts had to fill

out reports and, consequently, wrote in out reports and, consequently, wrote in their own words about what they had their own words about what they had learned.learned.

1. Each project was linked to 1. Each project was linked to accountability.accountability. Final reports were required as part of the Final reports were required as part of the

funding - no report, no funding!funding - no report, no funding! As a result, teachers and districts had to fill As a result, teachers and districts had to fill

out reports and, consequently, wrote in out reports and, consequently, wrote in their own words about what they had their own words about what they had learned.learned.

What worked?What worked?

2. Grass roots professional development2. Grass roots professional development Teachers began to talk to other teachers Teachers began to talk to other teachers

(locally and across the province).(locally and across the province). Teachers talked about their own projects at Teachers talked about their own projects at

educational conferences.educational conferences. Teachers “invaded” colleagues’ Teachers “invaded” colleagues’

classrooms.classrooms. AISI became a center of conversation.AISI became a center of conversation.

2. Grass roots professional development2. Grass roots professional development Teachers began to talk to other teachers Teachers began to talk to other teachers

(locally and across the province).(locally and across the province). Teachers talked about their own projects at Teachers talked about their own projects at

educational conferences.educational conferences. Teachers “invaded” colleagues’ Teachers “invaded” colleagues’

classrooms.classrooms. AISI became a center of conversation.AISI became a center of conversation.


3. Teachers’ engaged the research 3. Teachers’ engaged the research literature.literature. Started slowlyStarted slowly Research became part of the processResearch became part of the process Research became part of the languageResearch became part of the language Research became part of the cultureResearch became part of the culture

3. Teachers’ engaged the research 3. Teachers’ engaged the research literature.literature. Started slowlyStarted slowly Research became part of the processResearch became part of the process Research became part of the languageResearch became part of the language Research became part of the cultureResearch became part of the culture


4. Teachers took ownership of their 4. Teachers took ownership of their schools’ projects.schools’ projects. Started with named leadershipStarted with named leadership Became a natural occurrenceBecame a natural occurrence Teachers talked with other teachers who Teachers talked with other teachers who

also had project results to sharealso had project results to share

4. Teachers took ownership of their 4. Teachers took ownership of their schools’ projects.schools’ projects. Started with named leadershipStarted with named leadership Became a natural occurrenceBecame a natural occurrence Teachers talked with other teachers who Teachers talked with other teachers who

also had project results to sharealso had project results to share


5. Teachers came to identify as 5. Teachers came to identify as researchers.researchers. Co-optation of research languageCo-optation of research language Evidence-based decision-makingEvidence-based decision-making Fluency was gainedFluency was gained Research “talk” became culturalResearch “talk” became cultural

5. Teachers came to identify as 5. Teachers came to identify as researchers.researchers. Co-optation of research languageCo-optation of research language Evidence-based decision-makingEvidence-based decision-making Fluency was gainedFluency was gained Research “talk” became culturalResearch “talk” became cultural


6. Partner relationships.6. Partner relationships. Meetings where partners talked together.Meetings where partners talked together. New and improved relations between New and improved relations between

universities and the provincial government.universities and the provincial government. Partners now actually work together better.Partners now actually work together better. Parents became a more integral part of the Parents became a more integral part of the

work.work.

6. Partner relationships.6. Partner relationships. Meetings where partners talked together.Meetings where partners talked together. New and improved relations between New and improved relations between

universities and the provincial government.universities and the provincial government. Partners now actually work together better.Partners now actually work together better. Parents became a more integral part of the Parents became a more integral part of the

work.work.

Insights/Suggestions(according to Jim)Insights/Suggestions(according to Jim)

1. Avoid over-managing projects1. Avoid over-managing projects Local leaders have historically suggested Local leaders have historically suggested

tighter management of projects (it seems tighter management of projects (it seems to be how they see their work)to be how they see their work)

The result is that “the bird” is held too The result is that “the bird” is held too tightly - teachers won’t grow into leadershiptightly - teachers won’t grow into leadership

It is very difficult to “trust the created It is very difficult to “trust the created space,” but it is the better way to work. space,” but it is the better way to work.

1. Avoid over-managing projects1. Avoid over-managing projects Local leaders have historically suggested Local leaders have historically suggested

tighter management of projects (it seems tighter management of projects (it seems to be how they see their work)to be how they see their work)

The result is that “the bird” is held too The result is that “the bird” is held too tightly - teachers won’t grow into leadershiptightly - teachers won’t grow into leadership

It is very difficult to “trust the created It is very difficult to “trust the created space,” but it is the better way to work. space,” but it is the better way to work.

Insights/SuggestionsInsights/Suggestions

2. Encourage the triadic relationship with 2. Encourage the triadic relationship with research (Walker Percy)research (Walker Percy) Teachers can read other research to Teachers can read other research to

access how it “speaks to” their siteaccess how it “speaks to” their site But, actually doing research impacts But, actually doing research impacts

teachers in powerful waysteachers in powerful ways Using research to support change as the Using research to support change as the

end goalend goal

2. Encourage the triadic relationship with 2. Encourage the triadic relationship with research (Walker Percy)research (Walker Percy) Teachers can read other research to Teachers can read other research to

access how it “speaks to” their siteaccess how it “speaks to” their site But, actually doing research impacts But, actually doing research impacts

teachers in powerful waysteachers in powerful ways Using research to support change as the Using research to support change as the

end goalend goal

Insights/SuggestionsInsights/Suggestions

3. There is a relationship between the “health” 3. There is a relationship between the “health” of the teachers and student gainsof the teachers and student gains Teachers (in Canada) seek teaching because they Teachers (in Canada) seek teaching because they

like children and want to make a differencelike children and want to make a difference Teachers (in Canada) can become cynical and Teachers (in Canada) can become cynical and

jaded as they come to believe they cannot make a jaded as they come to believe they cannot make a difference.difference.

Opportunities for real change is empowering.Opportunities for real change is empowering.

3. There is a relationship between the “health” 3. There is a relationship between the “health” of the teachers and student gainsof the teachers and student gains Teachers (in Canada) seek teaching because they Teachers (in Canada) seek teaching because they

like children and want to make a differencelike children and want to make a difference Teachers (in Canada) can become cynical and Teachers (in Canada) can become cynical and

jaded as they come to believe they cannot make a jaded as they come to believe they cannot make a difference.difference.

Opportunities for real change is empowering.Opportunities for real change is empowering.

Jim Gibbons (President of Superintendents of Alberta)Jim Gibbons (President of Superintendents of Alberta)

The biggest gain I have seen is teacher The biggest gain I have seen is teacher capacity to reflect on their own practice, capacity to reflect on their own practice, engage in professional conversations that engage in professional conversations that reference current research and employ action reference current research and employ action research strategies of data gathering, research strategies of data gathering, analysis, and measurement.analysis, and measurement.

A further point is the confidence to embrace A further point is the confidence to embrace change and celebration of teacher craft change and celebration of teacher craft knowledge in moving schools and systems knowledge in moving schools and systems towards improvement. towards improvement.

It is truly exciting to be a teacher today! It is truly exciting to be a teacher today!

The biggest gain I have seen is teacher The biggest gain I have seen is teacher capacity to reflect on their own practice, capacity to reflect on their own practice, engage in professional conversations that engage in professional conversations that reference current research and employ action reference current research and employ action research strategies of data gathering, research strategies of data gathering, analysis, and measurement.analysis, and measurement.

A further point is the confidence to embrace A further point is the confidence to embrace change and celebration of teacher craft change and celebration of teacher craft knowledge in moving schools and systems knowledge in moving schools and systems towards improvement. towards improvement.

It is truly exciting to be a teacher today! It is truly exciting to be a teacher today!

Learnings About Assessment(according to Jim)Learnings About Assessment(according to Jim)

1.1. Requiring regularized assessment Requiring regularized assessment helps projects gain robust data. helps projects gain robust data.

1.1. Even when teachers are not certain what Even when teachers are not certain what they are doing, their attempts provide they are doing, their attempts provide insight.insight.

2.2. One needs to be critical (not negative) of One needs to be critical (not negative) of the data. the data.

1.1. Requiring regularized assessment Requiring regularized assessment helps projects gain robust data. helps projects gain robust data.

1.1. Even when teachers are not certain what Even when teachers are not certain what they are doing, their attempts provide they are doing, their attempts provide insight.insight.

2.2. One needs to be critical (not negative) of One needs to be critical (not negative) of the data. the data.

Learnings About AssessmentLearnings About Assessment

2. The balance of standardized 2. The balance of standardized assessment and local (teacher-created) assessment and local (teacher-created) assessment seemed to provide assessment seemed to provide confidence for partners and allow confidence for partners and allow teacher-created data-collection to exist.teacher-created data-collection to exist.

2. The balance of standardized 2. The balance of standardized assessment and local (teacher-created) assessment and local (teacher-created) assessment seemed to provide assessment seemed to provide confidence for partners and allow confidence for partners and allow teacher-created data-collection to exist.teacher-created data-collection to exist.


3. Standardized assessments “proved” 3. Standardized assessments “proved” to teachers, school leaders, and to teachers, school leaders, and others that positive change was others that positive change was occurring.occurring.

(i) Although people do not understand (i) Although people do not understand data, they seem to trust it. data, they seem to trust it.

(ii) “hard and soft data” and “effect size” (ii) “hard and soft data” and “effect size” are terms that persuade are terms that persuade

3. Standardized assessments “proved” 3. Standardized assessments “proved” to teachers, school leaders, and to teachers, school leaders, and others that positive change was others that positive change was occurring.occurring.

(i) Although people do not understand (i) Although people do not understand data, they seem to trust it. data, they seem to trust it.

(ii) “hard and soft data” and “effect size” (ii) “hard and soft data” and “effect size” are terms that persuade are terms that persuade


4. Districts (and teachers) can create their 4. Districts (and teachers) can create their own assessments. The action of own assessments. The action of creating assessments is critically creating assessments is critically empowering. It is the “side door” to empowering. It is the “side door” to deeper conversations about the entire deeper conversations about the entire act of research and assessment.act of research and assessment.

4. Districts (and teachers) can create their 4. Districts (and teachers) can create their own assessments. The action of own assessments. The action of creating assessments is critically creating assessments is critically empowering. It is the “side door” to empowering. It is the “side door” to deeper conversations about the entire deeper conversations about the entire act of research and assessment.act of research and assessment.


5. The use of external support for 5. The use of external support for guidance and critique helped.guidance and critique helped.

(i) Sometimes an outsider can help (i) Sometimes an outsider can help teachers and districts (and others) dare to teachers and districts (and others) dare to name changes (especially strengths)name changes (especially strengths)

(ii) The “learning” curve is large and (ii) The “learning” curve is large and comes as those involved “act with agency” .comes as those involved “act with agency” .

5. The use of external support for 5. The use of external support for guidance and critique helped.guidance and critique helped.

(i) Sometimes an outsider can help (i) Sometimes an outsider can help teachers and districts (and others) dare to teachers and districts (and others) dare to name changes (especially strengths)name changes (especially strengths)

(ii) The “learning” curve is large and (ii) The “learning” curve is large and comes as those involved “act with agency” .comes as those involved “act with agency” .


6. Teachers talking with other teachers - 6. Teachers talking with other teachers - districts taking with other districts - districts taking with other districts - helped spread ideas.helped spread ideas.

(i) space and time were valuable (i) space and time were valuable resources - when teachers saw that districts resources - when teachers saw that districts would give time during school, they said “this would give time during school, they said “this are serious.”are serious.”

(ii) teachers and school leaders are (ii) teachers and school leaders are capable of serious and deep learning capable of serious and deep learning conversationsconversations

6. Teachers talking with other teachers - 6. Teachers talking with other teachers - districts taking with other districts - districts taking with other districts - helped spread ideas.helped spread ideas.

(i) space and time were valuable (i) space and time were valuable resources - when teachers saw that districts resources - when teachers saw that districts would give time during school, they said “this would give time during school, they said “this are serious.”are serious.”

(ii) teachers and school leaders are (ii) teachers and school leaders are capable of serious and deep learning capable of serious and deep learning conversationsconversations


7. The successful (regardless of 7. The successful (regardless of assessment) did not quiet critics, who assessment) did not quiet critics, who criticized AISI more for personal criticized AISI more for personal reasons than for pragmatic (did it reasons than for pragmatic (did it work?) reasons.work?) reasons.

(i) Old slights die hard(i) Old slights die hard(ii) One cannot convince some people (ii) One cannot convince some people

with any amount of successwith any amount of success(iii) Outside experts are not convinced (iii) Outside experts are not convinced

by local findings to alter their own insights. by local findings to alter their own insights.

7. The successful (regardless of 7. The successful (regardless of assessment) did not quiet critics, who assessment) did not quiet critics, who criticized AISI more for personal criticized AISI more for personal reasons than for pragmatic (did it reasons than for pragmatic (did it work?) reasons.work?) reasons.

(i) Old slights die hard(i) Old slights die hard(ii) One cannot convince some people (ii) One cannot convince some people

with any amount of successwith any amount of success(iii) Outside experts are not convinced (iii) Outside experts are not convinced

by local findings to alter their own insights. by local findings to alter their own insights.


8. Outside experts (those well-known) 8. Outside experts (those well-known) generally become outside experts generally become outside experts because they have “certainty.”because they have “certainty.”

(i) They know how to manage and they (i) They know how to manage and they support managerial stylessupport managerial styles

(ii) What they learn on one site, they (ii) What they learn on one site, they transfer to another. They are not moved to re-transfer to another. They are not moved to re-vision by unique “evidence.”vision by unique “evidence.”

(iii) There is a tendency to stand before, (iii) There is a tendency to stand before, not with, local initiatives. [We make them.]not with, local initiatives. [We make them.]

8. Outside experts (those well-known) 8. Outside experts (those well-known) generally become outside experts generally become outside experts because they have “certainty.”because they have “certainty.”

(i) They know how to manage and they (i) They know how to manage and they support managerial stylessupport managerial styles

(ii) What they learn on one site, they (ii) What they learn on one site, they transfer to another. They are not moved to re-transfer to another. They are not moved to re-vision by unique “evidence.”vision by unique “evidence.”

(iii) There is a tendency to stand before, (iii) There is a tendency to stand before, not with, local initiatives. [We make them.]not with, local initiatives. [We make them.]


9. Outside “experts” are helpful in telling 9. Outside “experts” are helpful in telling the story and spreading the word. the story and spreading the word.

(i) They make success more internally (i) They make success more internally acceptable - they “bless” it.acceptable - they “bless” it.

(ii) They tended to be accepted by AISI (ii) They tended to be accepted by AISI critics - who were, themselves, comfortable critics - who were, themselves, comfortable with hierarchy.with hierarchy.

9. Outside “experts” are helpful in telling 9. Outside “experts” are helpful in telling the story and spreading the word. the story and spreading the word.

(i) They make success more internally (i) They make success more internally acceptable - they “bless” it.acceptable - they “bless” it.

(ii) They tended to be accepted by AISI (ii) They tended to be accepted by AISI critics - who were, themselves, comfortable critics - who were, themselves, comfortable with hierarchy.with hierarchy.


10. Teachers are capable of running 10. Teachers are capable of running research projects. research projects.

(i) The upside for building teacher (i) The upside for building teacher grass-roots leadership is huge. grass-roots leadership is huge.

(ii) A key is to create the space and (ii) A key is to create the space and trust teachers to work within that space.trust teachers to work within that space.

10. Teachers are capable of running 10. Teachers are capable of running research projects. research projects.

(i) The upside for building teacher (i) The upside for building teacher grass-roots leadership is huge. grass-roots leadership is huge.

(ii) A key is to create the space and (ii) A key is to create the space and trust teachers to work within that space.trust teachers to work within that space.

Jim’s Biggest LearningJim’s Biggest Learning

Teachers and school leaders become Teachers and school leaders become motivated by three ideas:motivated by three ideas:

(i) Community(i) Community

(ii) Agency(ii) Agency(iii) Service(iii) Service

Teachers and school leaders become Teachers and school leaders become motivated by three ideas:motivated by three ideas:

(i) Community(i) Community

(ii) Agency(ii) Agency(iii) Service(iii) Service

Opportunities to Teach ResearchOpportunities to Teach ResearchWhat old researchers know that young What old researchers know that young

researchers do not know is how robust researchers do not know is how robust data can be -- you think you need more, data can be -- you think you need more, but in fact data can be exceedingly rich. but in fact data can be exceedingly rich.

The main task of a researcher is to look The main task of a researcher is to look deeply at the data -- hold it, spin it, and deeply at the data -- hold it, spin it, and make sense of it. If this process is done make sense of it. If this process is done well, it helps all who care about well, it helps all who care about improving schools gain insight.improving schools gain insight.

What old researchers know that young What old researchers know that young researchers do not know is how robust researchers do not know is how robust data can be -- you think you need more, data can be -- you think you need more, but in fact data can be exceedingly rich. but in fact data can be exceedingly rich.

The main task of a researcher is to look The main task of a researcher is to look deeply at the data -- hold it, spin it, and deeply at the data -- hold it, spin it, and make sense of it. If this process is done make sense of it. If this process is done well, it helps all who care about well, it helps all who care about improving schools gain insight.improving schools gain insight.

ThanksThanks

[email protected]@[email protected]@ualberta.ca

teacher effectiveness and pupil learning gains: a canadian perspective from the alberta initiative...

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