Invitationalsymposium

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Presentation at the Alberta Initiative for School Improvement,
International Symposium on School and System Improvement

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Invitationalsymposium

  1. 1. The Contribution of Effective Teacher Qualities to School and System Improvement Dr Donald Gray Dr Edward Sosu Alberta Initiative for School Improvement International Symposium on School and System Improvement Wednesday, February 10, 2010 Shaw Conference Centre Edmonton, Alberta, Canada
  2. 2. Effective Teachers, Effective Schools <ul><li>Literature on school effectiveness suggests that the teacher in the school has a significant effect on school effectiveness. (e.g. Teddlie et al, 2003) </li></ul><ul><li>STNE assumption: by developing effective teachers, we help create effective school systems. </li></ul><ul><li>But - What are the qualities of an effective teacher? </li></ul><ul><li>How do we develop the qualities? </li></ul>
  3. 3. Scottish Teachers for a New Era <ul><li>Based on TNE in the USA: </li></ul><ul><li>engaging with the wider institution (to allow education students to gain a broader and deeper curriculum knowledge); </li></ul><ul><li>developing teaching as a ‘clinical’ practice profession (continually investigating learning whilst also developing a deep knowledge-base and learning through apprenticeship); </li></ul><ul><li>providing research-based evidence for proposed changes </li></ul>
  4. 4. Restructured B.Ed Programme <ul><li>Based on evidence drawn from experiences (tacit knowledge). </li></ul>
  5. 5. Reason for Framework <ul><li>To make explicit the effective qualities </li></ul><ul><li>Evaluating the impact of the reform initiative. </li></ul><ul><li>Pull together the tacit knowledge of course tutors, </li></ul><ul><li>Explore relationship with literature on teacher effectiveness, </li></ul>
  6. 6. The Framework
  7. 7. Application of the Framework <ul><li>Entry/Exit surveys– measuring the impact of the programme on student teachers. </li></ul><ul><li>Interviews with longitudinal cohort. </li></ul><ul><li>Incorporated into programme evaluation strategy. </li></ul><ul><li>Assumption – the attributes can be used as distal measures of teacher effectiveness. (Seidel & Shavelson, 2007; Boyd et al, 2009) </li></ul>
  8. 8. Next steps <ul><li>Both distal and proximal measures of teacher effectiveness for first graduates: </li></ul><ul><li>Proximal – performance on tests routinely undertaken in local primary schools (PIPS). </li></ul><ul><li>Distal – attitudes and perceptions of teachers and pupils with respect to class and school ethos and environment. </li></ul>

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