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Inside Teacher Training: What Works to Make It Better?
- 1. Inside Teacher Training: WhatWorks to Make It Better? David K. Evans (Senior Economist, World Bank) – based on work with Anna Popova and Violeta Arancibia November 18, 2016
- 2. Why in-service teacher training isa promising intervention What the broader evidence on learning tells us
- 3. Motivation Recent yearshave seen an explosion in evidence on learning Six reviews over last two years on the same topic: How to improve learning outcomes for students in low and middle income countries We reviewed this work to see where consensus lies 0 50 100 150 200 250 1980 1985 1990 1995 2000 2005 2010 2015 Cumulative learning studies 227 total studies 32 total studies 3
- 4. One area ofconsensus was in-service teacher training: It can be effective! Individualized, repeated • Provide local contract teachers with two weeks of initial training but reinforcement throughout the year in India (Banerjee et al. 2007) • Train teachers and provide them with regular mentoring to implement early grade reading instruction in local language in Uganda (Lucas et al. 2014) Associated with a specific task • Combine student reading groups with in- school supervisors to provide ongoing guidance to group leaders in Chile (Cabezas et al. 2012) • Help teachers learn to use storybooks and flash cards in India (He et al. 2009) Evans&Popova2016 Source: World Bank Flickr feedSource: World Bank Flickr feed
- 5. But… It certainly isn’talways effective • Intervention to improve active learning pedagogy in Costa Rica’s secondary schools (Berlinski & Busso 2015) • Program students actually did worse! • Teachers went through the motions • Three-month English training program for teachers in China (Zhang et al. 2013) • No impact on teacher or student English scores • Many other examples…maybe most! Lots of resources are expended on it • 91% of teachers participated in professional development in the last 12 months • Survey of 38 countries (Strizek et al. 2014) • Major component of national budgets • $2.5 billion per year in USA (Layton 2015) • $34 million per year in Mexico (Calderón 2014) • At the World Bank • 171 World Bank projects between 2000 and 2012 had education components • 63% had professional development to support teachers
- 6. So can we predictkinds of teacher training work? Source: World Bank Flickr feed
- 7. What do welearn from high-income country evaluations? Meta-analysis of 196 randomized field experiments on student test scores Intervention RE estimate High dosage tutoring 0.309 No excuse charters 0.153 Charters 0.110 Data driven 0.057 Managed professional development 0.052 (2) Teacher certification 0.030 Student incentives 0.024 Teacher incentives 0.022 Low dosage tutoring 0.015 General professional development 0.019 (7) • General professional development = General skills • Self-executing (books, DVDs, handbook) • OR hands-on, but general • Managed professional development = Specific methods • Precise training in specific curricular materials • Success for All: Every child to 3rd on time with basic skills • Reading Recovery: Individualized remedial reading Source: Fryer (2016)
- 8. What comes fromother reviews of rich-country evidence? What works? • Practicality: Concrete and classroom based (Walter & Briggs 2012) • Specificity: The marriage of pedagogy and content • Continuity: • Significant contact hours (Yoon et al. 2007) • Ongoing mentoring for all beginner teachers, with reduced teaching time for both beginners and mentors (Darling- Hammond et al. 2010) • NOT one-time workshops (Wei et al. 2009) Source: https://educationprogram.duke.edu/
- 9. What about middle-incomeand other countries? We searched 11 meta-databases for studies of teacher training with student learning outcomes. Identification Screening Eligibility Included 4,294 records identified through search of databases All records screened 42 full texts assessed for eligibility 23 studies (26 programs) included
- 10. We described eachprogram by its key characteristics. Overarching Who implemented ? Professional implications? Based on a diagnostic? Content Focus? (Content, pedagogy) Subject area? Delivery Core activities? Cascade? Proportion in lecture? Practice? Perceptions What did teachers like? What do you think mattered? And the impact that it had on student test scores. With only 26 programs under analysis, treat these results as suggestive.
- 11. What do successfulprograms look like? Practicality • Programs that provided textbooks, flash cards, word banks, and other learning materials were associated with larger student learning gains. • These programs provided concrete tools and how to use them, not general principles. • Trainers reported that programs worked best when they linked to the everyday experiences of teachers. Source: World Bank Flickr feed
- 12. What do successfulprograms look like? Specificity • Programs without a specific subject focus of training were ineffective. • Some successful programs focused on pedagogy, some on content. • But they had a specific subject focus: What pedagogy is best for teaching math? How to use technology to teach language? Source: World Bank Flickr feed
- 13. What do successfulprograms look like? Continuity • There is a positive association between programs with follow-up visits in school and student test scores. • Trainers most commonly reported mentoring follow-up visits as a key factor for success. • Teachers cannot automatically make the jump from something they learned at a training and classroom implementation. They need follow-up. Source: World Bank Flickr feed
- 14. What do successfulprograms look like? Accountability • We found that programs where participation has implications for promotion or salary have significantly higher learning outcomes. • Teachers need to be invested. Source: World Bank Flickr feed
- 15. What about pre-servicetraining? The same principles are likely to apply: • Practicality: In Cuba, with high learning outcomes, teachers spend a lot of time practicing • Specificity: Latin American pre-service education is “failing to provide sufficient content mastery and student-centered pedagogy” (Bruns & Luque 2015) • But remember, it’s tough for young, new teachers entering the school to change the culture, so pre- service alone cannot be the answer. Compulsory pre-service teaching practice in Latin American & Caribbean countries Source: Bruns & Luque (2015) and Franco (2012)
- 16. Teacher training takeaways •Teacher training can make a crucial difference. • But it doesn’t happen automatically. • Remember key principles • Practicality • Specificity • Continuity • Accountability • Test, test, and test again Source: World Bank Flickr feed
Editor's Notes
- #4 This is based on analysis that my colleague David Evans and I were motivated to do in light of the explosion in evidence on the effectiveness of learning interventions in recent years, and the inconsistency in the reviews that summarize this evidence. As you can see in this graph, we went from having access to a total of 30 studies on learning interventions in 2000 to 32 new studies coming out in 2013 alone. Up to 2014 there had been a total of 227 studies that look at learning interventions. We were able to identify 6 systematic reviews in 2013 and 2014 which summarize the evidence from these studies, addressing the question of how to improve learning outcomes for children in low and middle income countries. A note here is that there are more reviews published outside of this time period but we chose quite a narrow time window to maximize the probability that the reviews we look at draw on a similar underlying population of studies. But, even so, when we read these reviews we found they had often quite different conclusions so we wanted to find out what was going on. Here are the six reviews and their findings…
- #10 To populate the instrument we searched for impact evaluations of in-service teacher training at the primary level in developing countries, which report impacts on student learning – in order to be able to correlate program characteristics with impacts and begin to look at what elements of training really work. To do this we searched 11 meta-databases using EBSCO Host using the search terms you see here, which are basically some key words for training, some for education, some for learning, some for impacts, and then specifying developing countries. Through the EBSCO search we identified about 4,000 records, and we found an additional 20 studies from the sample in our previous review of education reviews which had some mention of teacher training. We also did a Google Scholar search but this yielded no additional studies so we don’t include it here. We screened all the records we got from this search by title and abstract where necessary and then after excluding irrelevant studies, read 42 full texts, and again excluded irrelevant studies which at this point were mostly those that reported impacts other than those on student learning, leaving us with a final sample of 23 studies containing impact evaluations of 26 programs, because a few studies evaluate multiple programs.