1. What We Know About Teacher Preparation Programs Jack States Ronnie Detrich Randy Keyworth ABAI - 2010

2. Big Ideas!  1.Instructional Interventions can make a big difference in achievement 2.Teachers make a difference in achievement 3.NCLB highly qualified requirements may be off target 4.Current preparation models are not making a difference 5.Insufficient research on how preparation programs are performing against critical teaching skills

3. (Effectiveness Cost Ratio = Effect Size/Cost Per Student) Yeh, S. S. (2007). The cost-effectiveness of five policies for improving student achievement. American Journal of Evaluation, 28(4), 416-436. What We Know The impact of structural interventions has been disappointing

4. The Impact of What Happens in the Classroom Visible Learning, Hattie, J (2009) Medium

5. What We Know Teachers are very important: Effect Size.20 -.40 7% - 21% of student gains can be attributed to teacher effectiveness (Nye et al., 2004)

6. How Does NCLB Define “Highly Qualified”? 1.Full State licensure or certification (No emergency, temporary, or provisional basis) 2.A bachelors degree 3.Demonstrate knowledge of subject areas

7. Constantine, J., Player D., Silva, T., Hallgren, K., Grider, M., and Deke, J. (2009). An Evaluation of Teachers Trained Through Different Routes to Certification, Final Report (NCEE 2009- 4043). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. What We Know - No Child Left Behind mandates full state certification - In 2004-05 approximately 1 in 7 teachers did not meet standard

8. SOURCE: National Education Association, Status of the American Public School Teacher, 2000-01. (This table was prepared August 2003.)

9. SOURCE: American National NAEP Reading Scores 1990 through 2007. U.S. Department of Education

10. Literature Review Studying Teacher Education: The Report of the AERA Panel on Research and Teacher Education (2005) Creating Effective Teachers: Concise Answers for Hard Questions (2003) Subject matter impact negligible What We Know - No Child Left Behind mandates subject matter competency - Subject matter effect size:.06 -.12

11. What Preparation Model Works Best? Four year vs. five year programs National certification Accredited training programs ✔ ✔ ✔

12. Andrew 1990 and Andrew and Schwab 1995 What We Know: 4 vs 5 year preparation - No rigorous studies to give us the answer – best is survey based data - Despite cost and questionable results extended programs grow

13. National Board Certification and Teacher Effectiveness: Evidence from A Randomized Assigned Experiment, December 2008 What We Know What We Know 82,000 teachers are NBPTS certified nationwide National Certification Has Minimal Impact on Improving Student Achievement

14. What We Know What We Know N o r i g o r o u s r e s e a r c h i s a v a i l a b l e r e g a r d i n g a c h i e v e m e n t a n d N a t i o n a l C o u n c i l f o r t h e A c c r e d i t a t i o n o f T e a c h e r E d u c a t i o n ( N C A T E ) Rigorous Research on Student Achievement Absent

15. Critical Teaching Skills Active teaching Classroom behavior management Classroom organization Formative assessment Subject matter Curriculum ✔ ✔ ✔ ✔ ✔ ✔

16. The Impact of What Happens in the Classroom Visible Learning, Hattie, J (2009) Medium

17. What Schools Are Teaching Response to Intervention and Teacher Preparation, Spear-Swerling, 2008

18. What Are Colleges Teaching? Only 15% Teach All 50% Teach 2 or less 50% Teach 2 or less 53% Teach 2 or less What Education Schools Aren't Teaching About Reading and What Elementary Teachers Aren't Learning Walsh et al. 2006

19. Pedagogy How Are Teachers Taught? Definition The science of teaching referring to theories of learning, strategies of instruction, and methods for teaching. Didactic presentation – lectures Reading - materials Discussion Computer instruction Role playing Simulation Demonstration Coaching

20. What We Know About Teaching Student Achievement Through Staff Development, Joyce & Showers, 2002

21. What We Know There are no data to know how widely coaching is employed The principal measure was “Attitude Change” and only 3 out of 107 were experimental AERA Report : Studying Teacher Education, 2005

22. How Are Teaching Candidates Assessed? Response to Intervention and Teacher Preparation, Spear-Swerling, 2008 no examples based on achievement

23. Student Achievement What is the knowledge base linking teacher preparation programs and student achievement? Value Added Modeling VAM: Statistical techniques to assess the impact variables such as schools or teachers on student achievement

24. Summary  1.Teaching and Teachers make a difference 2.Current methods of preparing teachers either are not supported by research or rigorous research is non-existent 3.There is a strong knowledge base for what skills teachers need, but there is little data to show we are do it 4.Coaching is critical for effectively preparing teachers, but little data on how it is used