2. Developing Powerful Teaching: What It Will Really Take to Leave No Child Behind

3. Challenges of 21st Century Teaching  Greater Need for Education in Society and Economy  Higher Standards for Learning  More Diverse Students with Greater Educational Needs  Greater Expectations of Schools for Ensuring Success

4. How Can We Develop Powerful Teaching?

5. What Do Effective and Equitable Teachers Know and Do?

6. Two Theories of Reform Compete for Policy Attention Bureaucratic Accountability -- Control Teaching via Tests & Texts -- Standardize Practice -- Emphasize “Doing Things Right” Professional Accountability -- Develop Expert Practice -- Support Student Learning -- Emphasize “Doing the Right Things”

7. What Matters Most The experience of high-performing school systems around the world suggests that 3 things matter most: 1) Getting the right people to become teachers 2) Developing them into effective instructors, and 3) Ensuring that the system is able to deliver the best possible instruction for every child. ---Barber & Mourshed

8. The U.S. invests less in teaching than other countries Preparation is uneven and underfunded Salaries are unequal and noncompetitive Well-prepared teachers are unequally distributed Learning & collaboration time is scarce Strong systems for recruiting and preparing teachers and leaders are rare

9. To Get Effective Teaching, We Need to… Overhaul teacher & administrator preparation Create a steady supply of well-prepared teachers & leaders to all schools Develop, recognize, and share teacher knowledge and skill to create widespread expertise Build productive school environments

10. Teacher Effectiveness has Many Components Student learning gains are related to teachers’: Strong academic background Quality preparation prior to entry Certification in the field taught Experience (> 3 years) National Board Certification Together, these factors predict more of the difference in student learning than race & parent education combined (Clotfelter et al., 2008). Policies should strengthen & equalize these features.

11. Teaching Effectiveness Depends on Many Factors Teacher knowledge, skills, dispositions, and behaviors that support the learning process. Hanushek et al. estimate the individual teacher effects component of measured student achievement is about 7% of the total. Student availability for learning – Prior learning opportunities, health, supportive home context, attendance, developed abilities Resources for learning – Curriculum quality, materials, class sizes, specialist supports, etc. Coherence and continuity – The extent to which content & skills are well organized and reinforced across grades and classes

12. Current policies won’t get us there… Unequal funding, salaries, and working conditions Sink or swim entry Crash and burn-out induction Hit and run professional development Merit pay without competitive, equitable salaries Firing teachers without building a stable supply of excellent teachers Focusing on personnel without changing schools

13. The Teaching Gap Creates Most of the Achievement Gap The least experienced and prepared teachers often teach the least advantaged students High attrition rates for less-prepared and supported teachers create a revolving door and wasted resources for PD Each teacher replacement costs $15,000 - $20,000 Students taught by underqualified teachers have significantly lower achievement in reading and mathematics. These effects are magnified in poorly staffed schools. Other reforms cannot work when the teaching force is underprepared and unstable.

14. Effects of Teacher Underpreparation

15. Value-Added Gains of Students Whose Teachers Graduated from Different Teacher Education Programs in NYC Math ELA Strong Gains in ELA and Math Strong Gains in ELA, not math Strong Gains in Math, not ELA Weak Gains in ELA and Math

16. Program Features Influencing Teacher Effectiveness Quality of student teaching experience Courses in content and content pedagogy Focus on learning and applying specific tools in the classroom Study of local district curriculum Portfolio or capstone project tying theory to practice

17. Action Steps: Expand High- Quality Pathways to Teaching Evaluate all preparation and induction programs based on results of -- teacher performance assessments (TPA) -- graduates’ contributions to student learning -- retention rates in teaching Use results in program approval / accreditation decisions Study successful programs & create incentives for other programs to adopt these features Expand successful programs and eliminate those that don’t improve

18. Action Steps: Improve Induction, Evaluation, and Professional Learning Ensure that induction includes coaching and collaborative planning Organize mentoring around a serious teacher performance assessment Involve mentors, principals, and teacher educators as assessors Introduce performance-based licensure for school leaders based on understanding teaching

20. Action Steps: An Extreme Makeover for Teacher Evaluation Combine Evidence of Practice, Performance, and Outcomes in an Integrated Evaluation System that looks at: Teaching practice in relation to standards, curriculum goals, and student needs Contributions to colleagues and the school, and Evidence about student learning / growth at the classroom and school level in relation to teaching practices, curriculum goals, and student needs.

21. Evaluating for Improvement Evaluate and accredit teaching programs based on teacher performance, placement and retention, and teaching outcomes Evaluate teachers based on standards of practice and many kinds of evidence about student learning with skilled evaluators who provide expert feedback Evaluate principals and schools based on how well they provide the necessary supports for good teaching

22. The Status of Professional Development in the United States  Effective professional development is better understood but still relatively rare in the U.S.  Most teachers (>90%) participate in 1 to 2 day workshops and conferences.  Well under half get sustained PD, get mentoring or coaching, or observe other classrooms.  Only 17% of U.S. teachers reported a great deal of cooperative effort among staff members in 2004. This percentage shrank to 15% in 2008.

23. What Research Tells Us Well-designed professional development can improve practice and increase student achievement. A review of high-quality experimental studies found that among programs offering extended PD (49 hours on average over 6 to 12 months), student achievement increased by 21 percentile points. (Yoon et al., 2007) One-shot workshops do not have positive effects.

24. Professional Learning Opportunities in High-Achieving Nations Abroad High-achieving nations in Europe and Asia:  Provide beginners with intensive mentoring.  Offer extensive, sustained learning opportunities (15-25 hours per week, plus 100 hours /year) embedded in practice  Go well beyond workshops:  Teachers engage regularly in Lesson Study, Action Research, and Peer Observation and Coaching to evaluate and improve practice.

25. US Teachers Spend Much More Time Instructing and Much Less Time Planning

26. Student Assessment Systems Abroad Also Support Effective Teaching Assessments measure – and encourage - the full range of knowledge and skills represented in standards. Teacher scoring supports professional learning PD focuses on student learning through action research and examination of student work School-based assessments support good instruction and enhance curriculum equity.

27. So What are we Doing about This? While there is strong consensus that teaching quality is the key, the U.S. has been falling further behind in both international achievement and access to high-quality teacher learning. What’s ahead will depend on new policy in Race to the Top, ESEA, and the Common Core Standards movement

28. What We Need In Order to Achieve Teaching Quality & Equity Student performance assessments that shape productive learning and teaching Teacher & principal performance assessments to improve preparation, licensure, and accreditation High-quality preparation for all educators Teacher and Leadership Development Academies Sustained, practice-based collegial learning opportunities for teachers& leaders Educator careers that reward, develop, and share expertise

29. We will have succeeded if, as a result of these efforts… Those who can, do. Those who understand teach. Those who can, teach. Those who can’t, go into a less significant line of work.