2.00-2.30 Developing new meanings for pupil gains - teacher and pupil perspectives (K.Stelfox/Jennifer Morrison)
2.30-3.15 Discussion Groups
3.15 – 3.50 Plenary Discussion
3.50 Closing remarks.
The complexity of teacher effectiveness and pupil gains. Dr Donald Gray
The Invitation “ DEVELOPING TEACHERS, INCREASING PUPIL GAINS A NEW PILOT PROGRAMME TO FURTHER DEVELOP TEACHING AS A VALUED AND RECOGNISED PROFESSION IN SCOTLAND” What meanings can we attribute to terms like “effectiveness” and “pupil gains”, particularly within the context of the ‘new era’?
Methodological Paradigms Sanders and Rivers, 1996
Cumulative teacher effects in mathematics from grades 3 to 5.
Teachers influence on the rate of academic growth.
“ the single most dominant factor affecting student academic gain is teacher effect”
Teacher effectiveness construed only in terms of academic test results.
International comparisons show effects of – motivating staff, focusing on T&L, enhancing the physical environment, changing the culture of the school. However, while many similar strategies used, the different context meant similar actions did not always produce similar results .
Improvements must fit the grain of society; indiscriminate borrowing from other cultures may not achieve the desired results; there is no ‘quick fix’ for school improvement; change has to be carried out by the school itself.
What different dimensions can be identified to pupil gains?
How much importance should we attribute to each of these?
Which can we realistically expect an “effective” teacher to facilitate the development of?
What opportunities and challenges does the Curriculum for Excellence present with respect to the development of the dimensions identified?
How should such “gains” be identified/evaluated/measured?
References Hey/McBer (2000) Research into Teacher Effectiveness A Model of Teacher Effectiveness . Research Report 216. A Report for the Department of Education and Employment. Norwich, HMSO. Muijs, D., Campbell, J., Kyriakides, L., and Robinson, W. (2005) Making the Case for Differentiated Teacher Effectiveness: An Overview of Research in Four Key Areas. School Effectiveness and School Improvement Vol. 16, No. 1, March 2005, pp. 51 – 70 Harris, D.N., and Rutledge, S.A. (2007) Models and Predictors of Teacher Effectiveness: A Review of the Literature with Lessons from (and for) Other Occupations. Teacher Quality Research Report
With particular reference to a Curriculum for Excellence, and in light of the initial presentations, consider:
What might this mean for teacher professional identity, initial and continuous development and learning with respect to the role of the teacher in identifying/assessing/evaluating/measuring pupil gains?