2. Letter from Scott TABLE OF CONTENTS
DeFreese, Director Letter from Scott DeFreese, Director��������������������������������2
New Tech High School is a What Is New Tech? ��������������������������������������������������������������3
model that rocks teaching
What Does New Tech Teaching Look Like?�����������������������4
and learning to its very core,
Project-based Learning����������������������������������������������������������������������������� 4
and the implementation of
21st-Century Skill Learning �������������������������������������������������������������������� 4
the model is unimaginably
Findings on Curriculum and Instruction���������������������������������������������� 5
profound and complex. To
Findings on Partnership Development�������������������������������������������������� 5
provide guidance to those
Findings on Technology Integration������������������������������������������������������� 5
interested in implementing the
model, here are some lessons How Does New Tech Affect Student Outcomes?��������������6
learned while navigating this immense transformation. Findings on Learning Outcomes ������������������������������������������������������������ 6
How Does New Tech Affect the School Environment?�����8
When implementing the model as a small learning
Findings on School Culture��������������������������������������������������������������������� 8
community on a shared campus, do not isolate the New
Findings on Professional Culture������������������������������������������������������������ 9
Tech program from the rest of the school. Doing so may
create animosity between non-New Tech teachers and Research Design���������������������������������������������������������������10
students, and deprive New Tech students of vital resources References�������������������������������������������������������������������������10
available on the larger campus. Instead, invite non-New
Tech students and teachers into New Tech classrooms so
that they witness first-hand what the model is all about. Emphasize that you are not “reinventing the wheel” or touting yourself as
superior: show them that you are just trying something new.
Having proper staffing in place is paramount. To transform the student culture, you must transform the adults who lead it. Therefore,
any staff members who are resistant to the model should transition out of the program. When seeking new candidates, be sure to
write job descriptions that attract top talent and deter traditionally minded candidates from applying. Review candidates’ academic
transcripts to ensure they are proficient in their content areas. Further, seek candidates with entrepreneurial, creative and innovative
dispositions. Finally, ensure candidates have work experience in their fields of study, as it will enable them to develop real-world
applications for the teaching standards.
Find one lead partner with a wealth of resources in the community rather than piecing together small partnerships. This will provide
access to a wider array of resources, the most important of which is human capital. The nature of the model requires many non-
educators to be involved in the school, as one of the main goals of the model is for students to master 21st-century skills. Therefore,
they must have access to professionals who can provide rigorous and constructive feedback, as well as places to practice those skills.
A strong community partner can link you to guest speakers, authentic audiences and internship opportunities. Additionally, such a
partner can be influential in serving as an advocate for the program if there is any pushback regarding its implementation.
Finally, when revising your curriculum, do not focus on 21st-century skills to the point that you ignore other vital skills. The reality is
that students are still assessed by state standardized tests and college entrance examinations. It would do them a disservice to refrain
from teaching the skills necessary to succeed on those assessments. Fortunately, the New Tech model lends itself to integration of
“basic” and critical-thinking skills. To do so, ensure that facilitators integrate test-taking skills, as well as reading and numeracy skills
into high-level, wall-to-wall project-based learning (PBL) environments through scaffolding workshops and other supports.
2
3. What Is New Tech?
The New Tech High School model is and responsibility” whereby students are characteristically smaller high
administered by the New Tech Network and teachers are empowered to make schools located in rural communities.
(NTN), a non-profit organization based meaningful contributions to school policy Autonomous schools, often located in
in Napa, CA that developed the model in and learning. Third, NT schools emphasize small cities, operate like a magnet program
response to a concern from local business full-scale technology integration into drawing students from the district to
leaders that just meeting basic standards classrooms through one-to-one computing a campus separate from the district
would not ensure student success. ratios, Internet access, and the use of high school(s). Finally, small learning
a learning management system that communities are programs within large
The model features three key elements. transforms students into self-directed district high schools and usually located in
First, New Tech (NT) schools utilize the learners and teachers into learning urban areas.
project-based learning (PBL) instructional facilitators.
strategy, which emphasizes technology use; Implementation of the New Tech model is
rigorous, relevant and standards-based The Indiana New Tech high school guided by the School Success Rubric (SSR),
projects; and cultivation of community implementation has taken one of three an NTN document that enables schools to
partnerships. Second, NT schools forms. Schools that have implemented self assess their progress.
develop a school culture of “trust, respect, the model across their whole school
New Tech High @ Indiana Secondary School
Demographic Profile Arsenal Tech Population
(N=190) (N=318,914)*
Race/Ethnicity
American Indian/Alaska Native 1 (0.5%) 1,098 (0.3%)
Black (Not of Hispanic Origin) 105 (55.3%) 37,553 (11.8%)
Asian 1 (0.5%) 4,883 (1.5%)
Hispanic Ethnicity 22 (11.6%) 21,678 (6.8%)
White (Not of Hispanic Origin) 54 (28.4%) 242,582 (76.1%)
Multiracial (Two or More Races) 7 (3.7%) 10,954 (3.4%)
Native Hawaiian/Pacific Islander 0 (0.0%) 166 (0.1%)
Special Education Participation
Special Education 24 (12.6%) 44,010 (13.8%)
Not Special Education 166 (87.4%) 274,904 (86.2%)
Free and Reduced-Price Meals/Milk
Free Meals/Milk 132 (69.5%) 99,914 (31.3%)
Reduced-price Meals/Milk 23 (12.1%) 24,606 (7.7%)
Paid Meals/Milk 35 (18.4%) 193,246 (60.6%)
Limited English Proficiency
English Language Learner 24 (12.6%) 8,930 (2.8%)
Not English Language Learner 166 (87.4%) 309,984 (97.2%)
*1,148 (0.4%) of students statewide had no meal status recorded.
Race/Ethnicity Free and Reduced Meals
New Tech High @ Arsenal Tech (NTH@AT) has a diverse More than 80% of NTH@AT students were eligible for free or
student population. By race/ethnicity, almost three-quarters reduced-price meals/milk (81.6%). The percent of students that
of the population were students of color (71.6%). The percent was eligible for free or reduced-price meals/milk was almost
of minority students at NTH@AT was almost twice as large as twice as large as the comparison school (46.8%) and more than
the comparison school (37.6%) and three times larger than the twice that of the Indiana secondary school population (39.2%).
Indiana secondary school population (23.9%).
Limited English Proficiency
Special Education Qualification English Language Learners (ELLs) represented 12.6% of the
Special education students represented 12.6% of the NTH@ NTH@AT student population. The proportion of ELLs at
AT population. The proportion of special education students at NTH@AT was twice as large as that of the comparison school
NTH@AT was less than that of the comparison school (20.8%) (5.9%) and more than four times larger than that of the Indiana
and the Indiana secondary school population (13.8%). secondary school population (2.8%).
3
4. What Does New Tech Teaching Look Like?
Project-based Learning
PBL requires students to tackle complex challenges, questions,
and problems through the development of authentic products
and presentations (Buck Institute for Education [BIE], 2011;
Thomas, 2000). PBL utilizes standards-based academic
instruction and student-directed, or independent, learning to
foster an environment of investigation (BIE, 2011).
PBL curricula requires students to apply the knowledge and
skills they learn throughout a project rather than projects
serving as a supplementary component at the end of traditional
instruction (BIE, 2011). The entire PBL process is organized
around an open-ended driving question that teachers use to
connect content to current and relevant issues and problems.
Through this process, students develop their own questions
to drive learning, study concepts and information that answer
those questions, and apply that knowledge to products they
develop.
21st-Century Skill Learning
PBL encourages more rigorous learning resources and revising work, all behaviors economics at the start of the unit (Ravitz
because it requires students to take an that were uncharacteristic of them before Mergendoller, 2005). Another study found
active role in understanding concepts being immersed in PBL instruction that PBL had a positive effect on student
and content related to projects. PBL also (Barron, Schwartz, Vye, Moore, Petrosino, motivation to learn (Bartscher, Gould
enables students to develop critical 21st- Zech, Bransford The Cognition and Nutter, 1995). Elementary teachers using
century skills including critical thinking, Technology Group at Vanderbilt, 1998). 37% of their overall instruction time on
problem solving, and collaboration. PBL reported that students’ work ethic
These skills increase students’ workforce PBL also fosters students’ development improved, as well as their confidence
readiness and foster an enduring curiosity of collaboration skills. Special education and attitudes toward learning (Tretten
and hunger for knowledge (BIE, 2011) students in PBL-taught classes developed Zachariou, 1995).
while enhancing engagement and social skills, such as patience and empathy
content relevancy. PBL also facilitates (Belland, Ertmer Simons, 2006). Content Knowledge
opportunities for career exploration, Further, low-ability students demonstrated PBL also improves student content
technology use, and community relations initiative, management, teamwork, and learning. Students in PBL-taught classes
(Blumenfeld, Soloway, Marx, Krajcik, conscientiousness as they worked in scored higher on standardized exams and
Guzdial, Palincsar, 1991; BIE, 2011). groups (Horan, et al., 1996). In addition, ability tests measuring problem-solving
students reported enjoying PBL work skills, and content application to real-
Specifically, students in PBL classrooms because it gave them opportunities to world problems compared to students in
benefit from improved critical-thinking interact with current friends and make traditionally taught classes (Finkelstein,
and problem-solving skills (Mergendoller, new friends through cooperative projects Hanson, Huang, Hirschman Huang,
Maxwell Bellisimo, 2006; Shepherd, (Belland, et al.; Lightner, Bober Willi, 2010; Boaler, 1997; Penuel Means, 2000;
1998; Tretten Zachariou, 1995). One 2007). Stepien, Gallagher Workman, 1993).
study found that after being immersed Students were also able to demonstrate
in a PBL environment, low-ability Engaging Minds specific content area skills after taking
students saw a 446% increase in their PBL improves student engagement part in a PBL unit (Mioduser Betzer,
use of critical-thinking skills such as (Belland, et al., 2006; Brush Saye, 2008) 2003; Peck, Peck, Sentz Zasa, 1998)
synthesizing, evaluating, predicting, and because it places students in real-world, such as applying measurement skills to
reflecting (Horan, Lavaroni Beldon, problem-solving contexts (Blumenfeld, develop blueprints for a geometry project
1996). High-ability students also saw an et al., 1991). A study of one economics on architecture and design (Barron, et
increase in their use of those skills by 76% class revealed that a PBL unit was al., 1998). Additionally, students in PBL
(Horan, et al.). Moreover, during PBL successful in engaging both the lowest- classes emerge with more useful, real-
instruction, students showed increased and highest-performing students, as well world content knowledge that can be
initiative, as they were observed utilizing as students who were least interested in applied to a variety of tasks (Boaler, 1997).
4
5. Findings on Curriculum and Instruction
Research findings show that NTH@AT researchers visited, which helped students According to the director, the entire staff
teachers utilize the PBL instructional hone their collaboration skills. Teachers decided to “move our math into the hands
approach to teach their classes. During used specialized collaboration rubrics to of a teacher who has a lot more experience
the World Studies course, students were incorporate such skills into their grading. prepping for a standardized test” when
observed integrating English, history Further, teachers offered specialized they thought that students’ end-of-
and geography skills to map the setting workshops on skills like presentation course assessment (ECA) scores needed
of a novel they were reading. In addition, design and etiquette, and offered a full improvement.
students in the integrated Algebra II and course on citizenship and ethics.
Physics course were observed utilizing School Success
math and science concepts to predict the Teachers utilize various scaffolding Rubric Indicators
trajectory of a pulley car. techniques to support student learning.
Teachers modeled the strategies and Curriculum Instruction
Teachers also designed authentic and end products they wanted students to ○○ Teachers use PBL as primary
community-based projects, forming develop. They also provided incentives to instructional approach.
partnerships with such local organizations incite student participation, and reviewed ○○ Teachers utilize a variety of
as the Indiana Historic Society, Peace assessments and homework to ensure techniques to scaffold student
Learning Center, and Indiana Black Expo. content mastery. skills.
○○ Teachers create integrated,
NTH@AT teachers focused on preparing Teachers frequently checked in with authentic, and community-
students for the professional world by students to see if they needed more time based projects.
integrating 21st-century skills into their to complete their work. Further, teachers ○○ Teachers teach 21st-century
lessons. Students were observed working with specialized skills were asked to work skills.
in groups or pairs in every classroom with students requiring additional help.
School Success Findings on Technology Integration
All NTH@AT students were provided Additionally, teachers encouraged students
Rubric Indicators with Macbooks™ or netbooks to complete to use digital resources to complete their
Technology coursework and assessments. Teachers coursework, including Google’s™ scientific
○○ School maintains a one-to- also used many online and digital tools for calculator, Google SketchUp™, and
one networked computer-to- instruction. SparkNotes™, among many others.
student ratio.
○○ Staff uses NTN’s Echo During one observation, teachers used According to the director, teachers posted
Collaborative Learning an Internet application to administer classroom agendas and lessons on the
Environment. and track students’ answers to an online Echo Collaborative Learning Environment
○○ Teachers incorporate other quiz. Teachers also utilized clicker sets so parents could stay updated on what
digital and online tools to connected to the main computer in the students were doing in class. The school
support student engagement classroom to enable students to respond to also hosted an open house to introduce
and instruction. in-class prompts as a group. parents to Echo and teach them how to use
the platform.
Findings on Partnership Development
NTH@AT had access to a TechPoint development activities: “We’ve had some School Success
Foundation for Youth staff member who cases where students have really gotten
dedicated her time to developing external extremely involved with a particular Rubric Indicators
partnerships to support the school. community partner and helped build that Partnership Development
Therefore, teachers were able to focus on partnership.” For example, a student who
○○ School provides access to
developing positive relationships with was involved with Big Brothers Big Sisters
college courses through
parents. brought someone from the organization
postsecondary partnerships
into the school to help with a classroom
School offers internships
The school hosted an open house for project.
through partnerships with
parents wanting to learn more about
local business.
the New Tech model. According to the Other students recruited local community
○○ School supports a community
director, approximately 275 parents members for a Net Literacy camp hosted
service learning component.
attended. Two teachers voluntarily publish at the school. One student continued his
○○ Staff facilitates positive
a bimonthly electronic newsletter to keep work with the organization outside of
relationships with parents and
parents informed about school activities. school, serving as a summer intern.
the New Tech Network.
Students also participated in partnership
5
6. How Does New Tech Affect Student Outcomes?
Findings on Learning Outcomes
NTH@AT students demonstrated high learning. To facilitate such autonomy, find the answer more easily without it.
levels of engagement in classroom work teachers afforded students a high level
and activities, especially when granted of freedom in their work. For instance, Teachers also tried to instill a high level of
small rewards and incentives. However, during project work time, students were collaboration among students. They not
such rewards were not the only reason often allowed to listen to music and use only used collaboration rubrics to evaluate
students participated in class. During one the Internet. One teacher explained that students, but also asked them to use
observation, a student raised his hand to attendance at scaffolding workshops was their criteria to self-reflect on their own
answer a question and exclaimed, “I just not mandatory: progress in developing other 21st-century
want to answer [the question]…I don’t skills.
even want any candy.” “[We] leave some decision making to the
students in the classroom…especially
When students became disengaged, as far as instruction goes. We give them School Success
teachers were able to motivate them by the responsibility, a lot of the times, of Rubric Indicators
working with them one-on-one and [deciding] what type of instruction they
guiding them through assignments. need. For the most part, they are very Learning Outcomes
However, teachers reported that most responsible about it…they know if they ○○ Students demonstrate a strong,
NTH@AT students did not need such need to go to that workshop.” professional work ethic and
guidance because of their experience with take personal responsibility.
PBL: Teachers also allowed students to decide ○○ Students use technology
the order in which they completed their to conduct research,
“I can give them a situation, or an project requirements. communicate, and create
assignment or a problem where I haven’t documents.
really instructed at all and they have very Students were so accustomed to this ○○ Students utilize their
limited information,…[and] they can autonomy that teachers faced strong knowledge and skills in a
address the problem, and they can think pushback if they did not allow students community experience.
through it and think about what they need to manage their learning. For example, ○○ Students thoughtfully reflect on
to know.” a student spent nearly one-fourth of an their learning.
observation questioning a teacher about
One of the hallmarks of the New Tech why he needed to use a four-step problem-
model is student-directed, independent solving method because he felt he could
6
7. ECA Performance for the 2010-11 Academic Years
80.0%
70.0%
71.2%
64.4%
60.0%
During the 2010-11 academic year, NTH@AT
50.0%
53.7%
students passed the English 10 ECA at the highest
49.0%
rate (53.7%), followed by Algebra I (49.0%)
46.4%
40.0%
and Biology I (18.6%). NTH@AT students out-
performed students at the comparison school
30.0%
in all three of the ECA. However, fewer NTH@
28.0%
AT students passed all three ECA exams than the
20.0%
23.7%
Indiana secondary school population during the
18.6%
2010-11 year.
10.0%
9.7%
0.0%
Percent
of
Students
Passing
Percent
of
Students
Passing
Percent
of
Students
Passing
(Pass/Pass+)
Algebra
I
(Pass/Pass+)
English
10
(Pass/Pass+)
Biology
I
ECA Performance for the 2009-10 Academic Years
80.0%
In 2009-10, a similar pattern to the 2010-11
70.0%
academic year was found in ECA performance at
NTH@AT. Students passed the English 10 ECA
60.0%
64.1%
at the highest rate (56.9%), followed by Algebra I
56.9%
(29.1%) and Biology I (28.9%). Though the pattern
50.0%
52.4%
was similar, the percentage of students who passed
the Algebra I ECA in 2009-10 was much lower
40.0%
than the 2010-11 year (29.1% vs. 49.0%). However,
the percent of students who passed the Biology I
36.4%
37.5%
ECA in 2009-10 was larger than 2010-11 (28.9%
30.0%
29.1%
29.6%
28.9%
vs. 18.6%). Students at NTH@AT outperformed
students at the comparison school in English 10 and
20.0%
Biology I ECA performance, but remained steady
in Algebra I ECA performance (29.1% vs. 29.6%).
10.0%
Similar to the 2010-11 year, fewer Arsenal students
9.2%
passed their ECA’s than the Indiana secondary
0.0%
school population during the 2009-10 year for all
Percent
of
Students
Passing
Percent
of
Students
Passing
Percent
of
Students
Passing
three exams.
(Pass/Pass+)
Algebra
I
(Pass/Pass+)
English
10
(Pass/Pass+)
Biology
I
New Tech High @ Arsenal Tech Comparison School Indiana Secondary School Population
Eligibility for Graduation (As of the 2010-2011 New Tech High @
Academic Year) Arsenal Tech
Algebra I ECA When 2009-10 and 2010-11 ECA data
was combined, the majority of NTH@AT
Number of Students Taking ECA 125 students succeeded, making them eligible for
Percent of Students Passing (Pass/Pass+) 59.2% graduation. More than half of those taking
English 10 ECA the Algebra I ECA exam (59.2%) and almost
two-thirds of those taking the English 10
Number of Students Taking ECA 111
ECA (65.8%) passed these assessments.
Percent of Students Passing (Pass/Pass+) 65.8%
Note: ECA scores from the 2009-10 and 2010-11 academic years were included.
7
8. How Does New Tech Affect the School Environment?
Findings on School Culture
To create a positive school culture, having to be too stern or authoritarian. School Success
teachers regularly recognized student Students illustrated trust of their teachers
accomplishments, instilling a sense of through the comfort of their interactions Rubric Indicators
pride among students. In class, students and willingness to ask for help.
School Culture and
were named to the “A List” or designated
“Employee of the Week.” Further, there Responsibility Autonomy
was a “Wall of Fame” in the school’s main Students were afforded the opportunity ○○ School demonstrates
hallway to showcase students’ college to serve as ambassadors, or public commitment to unique school
acceptance letters. Banquets were also held representatives of the school, to further identity through goals and
each semester to recognize high-achieving empower students and hone their sense of vision.
students. responsibility. According to the director, ○○ School promotes a school
more than 20% of students signed up for culture of trust, respect, and
Trust the positions, demonstrating the high responsibility.
Teachers and students at NTH@AT had level of student buy-in and ownership of ○○ Staff empowers students to
a positive, relaxed rapport: “The style of the school. Students were also entrusted set school rules, policies and
interaction floats somewhere between with helping to set cultural norms for activities.
formal and informal interaction. It works the school, with members of the Student ○○ School exhibits pride in the
well for us.” Teachers’ trust in students was Council and Student Advisory Group school culture, and actively
demonstrated through their ability to joke meeting with school staff, including the work to reinforce and defend
with them and discipline them without director, in the summer months and it.
during the school year to plan school
95% activities and solve student issues.
Respect
teachers, students often self-corrected
their misbehavior, and even apologized
to teachers without being asked to do
NTH@AT boasts a 95.1% To further support the development of so. Students were also observed being
attendance rate, which matches professional behaviors, teachers offered respectful to visitors.
the Indiana Secondary School workshops and elective courses on
Population and is 7% higher than citizenship and ethics. As a result, students Student data indicated that NTH@AT
its comparison school. were observed exhibiting mature behavior students were both more likely to attend
during observations. Out of respect for class and less likely to get into trouble.
Suspensions
More Engaged = Better Behaved 70.0%
Students in a New Tech environment
have fewer disciplinary issues than 60.0%
students in a traditional school. 59.7%
Despite the popular conceptions of 50.0%
most urban schools, NTH@AT shows
significantly fewer behavioral issues
40.0%
than its comparison school. While
still slightly above the state average,
NTH@AT students are 40% less likely 30.0%
to receive in-school suspensions than 28.3%
students at the comparison school, and 20.0%
15% less likely to receive out-of-school 19.5%
suspensions. 10.0%
12.6%
11.5%
9.9%
0.0%
Total
number
of
students
given
in-‐school
Total
number
of
students
given
out-‐of-‐
suspensions
school
suspensions
New Tech High @ Arsenal Tech Comparison School Indiana Secondary School Population
8
9. Findings on Professional Culture
Opportunities for teacher collaboration Teachers experienced this type of classrooms. Moreover, when teachers saw
and leadership occurred frequently at autonomy outside of their classrooms, students struggling, whether with course
NTH@AT. Teachers across multiple as well, and they noted this as one of the content or personal issues, they made time
content areas often collaborated to main reasons they enjoyed working at to help them. As one teacher shared, the
develop lesson plans and deliver course NTH@AT. According to several teachers, school has “really become a place where
content. The “co-teachers” of these the director utilized a “distributive kids come for resources beyond what you
integrated courses were mindful to give leadership style,” which enabled them to would normally ask a teacher for.”
each other enough time to instruct in “formally and informally take on roles…
their individual subjects. They also used [and] take sole ownership of multiple
formative and summative student data programs.” One teacher identified this School Success
to inform instruction and ensure content practice as one of the main contributors to Rubric Indicators
was fully absorbed. For example, during the school’s success:
one observation, two co-teachers decided Professional Culture
to change their plans for the day and “I think that one of the things that ○○ Staff members collaborate
offer a workshop since students seemed make[s] New Tech so successful is that and share in school decision-
to be struggling with the content on an our [director] gives us a lot of autonomy… making.
assessment they were giving that day: [and] he trusts our judgment…It feels ○○ Administrators provide
good to have that kind of freedom and dedicated time for teacher
“We spend a lot of time reassessing the autonomy.” professional development and
way we do things, reshaping the way we meetings.
do things, [and] being flexible about the This environment helped instill a sense of ○○ Teachers utilize data to reflect
design of our classroom and the design of passion and commitment among teachers. on and inform teaching
our school. We all feel like we have made They often volunteered to stay after school practice.
this progress and developed something to tutor students, supervise extracurricular
here with our students.” activities, or complete extra work in their
Teacher Leadership Inventory
Teachers completed a Teacher Leadership Inventory (Angelle Dehart, 2010) consisting of four scales: Sharing Expertise, Sharing
Leadership, Supra-Practitioner, and Principal Selection. These scales measured teachers’ willingness to collaborate with each other to
improve student learning, the ways that leadership was shared among and between teachers, and the director, teachers’ willingness
to go above and beyond contractual expectations, and the director’s distribution of responsibility among all teachers respectively. For
the Principal Selection Scale, teacher responses were lower because questions indicated that the director selected only a few teachers
to lead, whereas NTH@AT teachers believed that all teachers should have opportunities to lead. Responses for all four scales were
combined to create an Overall Teacher Leadership Scale.
Arsenal Tech Overall New Tech
Teacher Survey Scales: Arsenal Tech (N=5) (N=105)
Results
Compared to All Indiana New Tech Teachers at NTH@AT experienced a
Schools Mean more collaborative culture compared
(standard deviation)* to all Indiana New Tech high schools.
4.24 4.13 Additionally, teachers were more likely
Sharing Expertise Scale
(0.26) (0.66) to share expertise and strategize with
4.42 3.82 other teachers compared to all Indiana
Sharing Leadership Scale New Tech high school teachers. The
(0.21) (0.82)
same survey reported that NTH@AT
3.60 3.87 teachers were more proactive about
Supra-Practitioner Scale
(0.76) (0.79) their professional development and
2.13 2.53 willing to put in more time outside of
Principal Selection Scale
(0.38) (0.65) school hours to improve their school
4.03 3.82 compared to all Indiana New Tech high
Overall Teacher Leadership Scale** school teachers.
(0.17) (0.57)
Note: The Overall New Tech Scores include Arsenal Tech. The mean was used to replace missing responses
*1=strongly disagree; 2=disagree; 3=neutral; 4=agree; 5=strongly agree
**Scores from the Principal Selection scale were reversed when creating this scale because low scores
corresponded with a more positive rating in teacher leadership, in contrast to the other indicators where a high
score was associated with a more positive perspective of teacher leadership
9
10. Research Design
This study utilized a mixed methods grades in core content areas, and state of participant experiences within each
case study approach (Creswell, 2012), assessment results. Only students enrolled component. Each observation was an
examining the implementation of the New 80% of the school year or more were average of 60 to 90 minutes.
Tech model at Arsenal Tech High School. included in the sample. The rationale for
The aim of the study was to explore the this value is that it is the logical midpoint Formal interviews were conducted
successes and challenges of the school in between federal and state accountability with NTH@AT teachers and school
implementing the model, and to provide enrollment guidelines, with the state administrators. Interviews were conducted
feedback with the intent of addressing guideline being 70% enrollment and the over the phone and in person, and lasted
obstacles with progressive solutions. federal guideline being 90% enrollment. approximately 20 to 50 minutes. Each
Student data was compared to one other interview followed a semi-structured
Data Collection Methods school. This comparison school had a protocol and enabled researchers to
Multiple measures of data collection similar demographic profile to NTH@AT. compare similarities and differences
were employed, including a review of between stakeholder expectations of the
pertinent documents, school/classroom Classroom observations focused on New Tech model and their experiences.
observations, student focus groups, the PBL instructional approach, use of Sample interview questions included,
and interviews with teachers and other 21st-century skills, and student/teacher “How is your school culture unique,”
primary stakeholders. engagement. Observations were conducted “How are students involved in the
from October to March. Researchers decision-making process at your school,”
Individual student-level data was collected followed a non-intrusive hands-off, “How do teachers collaborate and lead at
for the 2010-11 school year, including eyes-on approach and generally did not your school,” “What scaffolding techniques
demographic indicators (i.e., gender, race/ participate in classroom activities. Notes do you use to support the development
ethnicity, special education status, free or were taken during observations to provide of 21st-century skills,” and “How does
reduced-price meals/milk status, and grade both a description of what was observed your school celebrate accomplishments?”
level), attendance rates, behavior statistics, and a parallel interpretive summary The interviews were audio taped and
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10
11. transcribed verbatim. analyzed using codes generated from the the results of the t-tests and ANOVA
School Success Rubric. Researchers applied tests, effect sizes (Cohen’s d) were also
The document review consisted of a these codes to data clusters and developed calculated, which measure the size of
thorough analysis of both school and NTN additional codes in order to identify the difference between means divided
documents, such as entry documents, patterns within the data. Representative by the pooled standard deviation. For
evaluation rubrics, and student work examples from observations and the teacher survey, independent t-tests
products. quotations from interviews were selected were conducted to test for specific group
and contextualized. Chosen exemplars differences. To analyze differences among
The research team administered were re-examined and validated with other three or more groups, one-way ANOVA
the Teacher Leadership Inventory, a data sources to confirm unanimity among tests were computed with post-hoc
17-statement instrument created by the specific themes and to validate the analyses performed using Tukey’s Honestly
Angelle and DeHart (2010) to measure conclusions. Significant Difference (HSD) to identify
the perceptions of teacher leadership specific differences between groups. To
in schools. The online survey was The quantitative data included student better substantiate the results of these
administered through Survey Monkey™. data, observations, and teacher surveys. tests, effect sizes (Cohen’s d) were also
Results were compared to the other data For the student data and surveys, PASW calculated. The correlation effect size (r)
sources to determine their validity. Statistics 18 was used to analyze data. For also was calculated as a measure of effect
the student data, independent t-tests were size.
Data Analysis utilized to test specific differences between
The qualitative data included classroom two groups. Finally, linear regression was used to find
and school-wide observations, interviews significant associations between teacher
with teachers and administrators, and For analyzing differences among three experience and the teacher leadership scale
document review. Observation field notes, or more groups, one-way ANOVA tests items.
interview transcripts, and documents were were computed. To better substantiate
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