Teacher: How effective are you at... How effective is the principal at... How effective is the principal at... (5-point scale) (5-point scale) (5-point scale) For each of the 47 tasks For each of the 47 tasks For each of the 47 tasks Also collected: Also collected: Demographics Experience Training Demographics Experience Training Demographics Experience What are the Relationships Between Time Use, Perceptions of Effectiveness, and Outcomes? Outcomes: Teacher retention Teacher working conditions Student achievement Analyzed relationships between

1. Teacher Trajectories and Teacher Effectiveness: the role of policy and leadershipSusanna LoebCEPPEMarch 11, 2011

2. A Collaborative EffortDon Boyd, Hamp Lankford & Jim Wyckoff Teacher workforcePam GrossmanTeachingJason Grissom, Eileen Horng, Demetra KalogridesSchool Leadership

3. Problems and Contexts

4. Knowledge and Abilities of Teachers in the Classroom is a Function of…How can we improve each of these?

5. In the US, Differences and SimilaritiesLow agreement / knowledge on supportPreparation more similar to the 4+1 model for high schools – state policySimilarly, little direct recruitment or selection until recentlyMore hours for PD, with recent focus on learning communitiesLow agreement / knowledge on how to selectSimilarly, substantially differences in teachers across schools (also within)Much bigger problem. (e.g. in NYC about 18% of teachers leave their school each year).Similarly, little differentiation of the teaching career

6. hypothesis: improvement rests on…

7. for example…what is best ?

8. In order to make good decisions, the decision makers need…

9. So considering our decision makers…Often better information (still imperfect) but little ability and often unaligned incentivesOften little information to make good decisionsMay be missing different information and abilitiesKey is to improve incentives and abilities locally so they make better decisionsBut also to improve overall knowledge since the knowledge base in teaching is weak

10. rest of today: how incentives, information and abilities can improve..3 ExamplesIncentives influenced by regulations

11. Information

12. Ability of local decision makers1. Federal Regulations Affecting Recruitment and Selection Incentivesconsidering the past decade in NYC

13. the starting place: year 2000, NY

14. Unequal Distributionteacher attributes by student test scores (New York State, in 2000)

15. Little Enforcement of State Policy

16. Why did we see this distribution?Teacher Preferences

17. High achieving students

18. White students (at least for white teachers, majority)

19. Location - Close to home

20. Little State Enforcement

21. Little Direct Recruitment

22. Teacher education programs(little outreach, rarely selective)

23. Difficult-to-staff districts recruited certified teachers, little school-level control, late hiring (July and August), often relied on waivers

24. Leadership labor market subject to same forces, which in turn affect teachersA bit of change

25. Innovation in Direct Recruitment (prior to certification)Teach for America - 1990

26. The New Teacher Project – 1997

27. UTeachChange in AccountabilityState requirements no longer based solely on compliance (inputs)

28. Standardized tests used for accountability instead of just to inform parents or for student opportunities (e.g NY regents)

29. Started in the states but moved to Federal with NCLB – increased emphasis on subgroups (and teacher quality).Highly Qualified Teacher ProvisionIntent - all students have a good teachers and equity in teacher quality

30. State flexibility

31. Weak research base for defining HQ – use professional consensus & State policy process

32. defines HQT as: (1) fully State-certified; (2) holding a bachelor’s degree; (3) demonstrating competency in the core academic subject or subjects he or she teaches – multiple optionsHighly Qualified TeacherAll teachers have the option of passing a state exam.

33. Middle and secondary teachers may complete an undergraduate or graduate degree in their field or advanced certification or credential.

34. All veteran teachers also have the option of completing a High Objective Uniform State Standard of Evaluation (HOUSSE) a dramatic change in the workforceImplications for teachers

35. Certification Exam Failure Rate of New Elementary Teachers, 2000-’05 High-poverty schoolsLow-poverty schools

36. Certification Exam Failure Rate of New Elementary Teachers, 2000-’05 High-poverty schoolsLow-poverty schools

37. Certification Exam Failure Rate of New Elementary Teachers, 2000-’05 High-poverty schoolsLow-poverty schools

38. Effect of changes in teacher characteristics on student math scores25% decrease in the predicted gap

39. Conclusion 1A small change in regulation can create a large change in incentivesIncentives can inspire meaningful change in schools and for students

40. 2. Improvements to a Weak Knowledge Baselinking teacher preparation to effectiveness to improve information

41. Current Knowledge BaseVirtually no research linking preparation experiences to teachers’ classroom performance and, particularly to student outcomesLack of information hinders simple decisions about certification policy at the state level as well as program design locally

42. Approach to Understanding Prep:first explorea first try

43. program features spring/summer 200418 institutions: 26 univ. programs + 4 TF + 1 TFADocument collection, interviews with director and director of field experiences, surveys of math and ELA methods facultyMany many measures but here focus mainly on link to practice. Program data are not ideal for this.whether or not the program required a capstone project a composite measure of the extent that the program maintains oversight over student teaching experiencesrequires a minimum number of years of teaching experience for its cooperating teachers (32%)program picks the cooperating teacher (42%) program supervisor observes their participants a minimum of five times during student teaching (27%)for comparison math and English content course requirements and the percent of tenure-line.

44. reported experiences: survey spring 2005All first year teachers in NYCPractice Variablesextent to which preparation included links to practice;opportunities to listen to an individual child read aloud for the purpose of assessing his/her reading achievement; …Plan a guided reading lesson, and …Study or analyze student math work (each 5-point scale). opportunities to study curriculum used in New York City whether or not the teacher had student teaching experiences, not as the teacher-of-record in the classroom; the congruence between student teaching placement and their current job assignment in terms of subject matter or grade level;Additional measures of preparation as controls and comparisonsopportunities to learn about teaching math and ELA; learning; handling student misbehavior; and teaching English language learners.

45. opportunities to learn math methodsalpha = 0.97In your teacher preparation program, prior to September 2004, how much opportunity did you have to do the following (5-point scale)? learn typical difficulties students have with place value; learn typical difficulties students have with fractions; use representations (e.g., geometric representation, graphs, number lines) to show explicitly why a procedure works; prove that a solution is valid or that a method works for all similar cases; study, critique, or adapt math curriculum materials; study or analyze student math work; design math lessons; learn how to facilitate math learning for students in small groups; adapt math lessons for students with diverse needs and learning styles; And practice what you learned about teaching math in your teacher preparation program in your field experience.

46. first year results: program features**

47. 1st year results: reported experiences

48. Conclusion 2Evidence the aspects of preparation can matter

49. Well-supervised practice

50. Content course (effects in the second year)

51. Preparation for teaching English Learners

52. Surprisingly little research on preparation (little systematic identification of best practices)

53. Stems, at least in part, from little codification of practiceSimilar work linking teaching practice to student learningFind systematic differences in the practices of more effective teachersSimilarly still early on in developing the knowledge base.Useful because it can be used indecision making in generaland in developing supportsNot today…

54. 3. Understanding and Improving the Abilities of Local Decision Makersvariation in the abilities and behaviors of school principals

55. 50.00%College Recommended (N=156)Teaching Fellows (N=36)Other (N=114) 40.00%30.00%20.00%10.00%0.00%HealthPlaceSALARYCloser HomePrestigeBenefitsPregnancy/ChildFamily/PersonalOpportunityJob SecurityDissatisfactionSchool ActionMotivation: Why Teachers Leave

56. 50.00%College Recommended (N=150)45.00%Teaching Fellows (N=35)Other (N=112) 40.00%35.00%30.00%25.00%20.00%15.00%10.00%5.00%0.00%AdminSafetyTestingRespectFacilitiesBehaviorAutonomyColleaguesOwn AbilityAssingmentDistrict PolicyTeaching Philosophywhen we look within dissatisfaction…