Northwest Regional Comprehensive Center

Printed from: http://nwrcc.educationnorthwest.org/resources/gtgl?page=1

 

 

 

 

 

 

Great Teachers and Great Leaders

NWRCC provides assistance to our state education agencies in defining effective teachers and leaders and to establish mechanisms for measuring teacher and leader effectiveness.

Licensure
Research Evidence on Strategies Used To Improve Teacher Quality

Billions of dollars are spent on strategies to improve teacher quality in the U.S., but which ones have the most impact on student achievement? One state, seeking assistance to make informed decisions about which investments are indeed the most effective, turned to the Northwest Comprehensive Center (NWCC). In response, NWCC’s Basha Krasnoff, with help from Ira Pollack, conducted extensive literature searches, reviews, and analyses of the research evidence for three predominant strategies used by districts: class size reduction; professional development; and recruitment, induction, and retention of highly qualified teachers.

While the initial purpose of this review was to support one state’s planning of Title II, Part A, fund designations, the resulting compendium of research syntheses can be useful to all state and local educational agencies that want to compare strategies in order to maximize return on investments. For agencies interested in considering the research evidence on one particular strategy for supporting teacher effectiveness, the compendium has been separated into three briefs—each comprising policy considerations, a summary of findings, lessons learned, and references.

What the Research Says About:

Class size reduction

Professional development

Recruitment, induction, and retention of highly qualified teachers

Compendium

Policy/Legislation
A Coherent Approach to High School Improvement: A Needs Assessment Tool

The National High School Center has released an update to this tool. It includes all new Characteristics of Effectiveness on which districts and schools can assess their work and is designed to help districts and schools assess their current high school policies and practices, identify areas of strengths and limitations, and implement coherent and sustainable school reform initiatives.

Enabling School Turnaround through State Policy

A number of groundbreaking changes in the federal environment, most notably the introduction of Race to the Top, have led to dramatic changes in the state policy landscape for school turnaround. This recent publication by Mass Insight Education analyzes these major changes and offers advice on how state policy can create optimal conditions for school turnaround.

Linking Assessment and Instruction: Teacher Preparation and Professional Development

The National Comprehensive Center for Teacher Quality (TQ Center) has released an Issue Paper providing a framework and justification for effective ways that teachers can collect and use assessment data to make instructional decisions. This framework is provided as an indication of what effective linking of assessment data to instructional decisions ought to look like—rather than a summary or survey of current practices. The framework and respective Innovation Configuration for Linking Assessment and Instruction in Teacher Preparation and Professional Development (provided in the Appendix, pages 31–34) are primarily designed to provide a blueprint for preservice teacher preparation; however, they also may be used as an evaluation rubric or development guide for inservice professional development.

School Restructuring What Works When: A Guide for Education Leaders

Updated in 2009, this guide from the Center for Comprehensive School Reform and Improvement , reflects the best education and cross industry research on restructuring for chronically struggling schools. That research was compiled by Public Impact, an education policy and management consulting firm in Chapel Hill, North Carolina.

State Strategies for Fixing Failing Schools and Districts

The National Governors Association Center for Best Practices released a brief examining the ways to cope with the underlying causes of failing schools, including weak leadership; inadequate skill levels among teachers; and insufficient high-quality teaching materials. The brief offers states ideas to fix failing schools and districts.

Strengthening the Statewide System of Support: A Manual for the Comprehensive Center and State Education Agency

Strengthening the Statewide System of Support is a technical assistance manual and a companion to the Handbook on Statewide Systems of Support. These two documents, with additional resources at the Center on Innovation and Improvement, enable a state education agency (SEA), with technical assistance from a Comprehensive Center, to self-assess its system of support and plan for its improvement.

Why Rural Matters 2011‒2012: The Condition of Rural Education in the 50 States

The Rural School and Community Trust released their biennial report examining the condition of rural education in the United States. The report notes that nearly one in four American children attend rural schools and enrollment is growing at a faster rate in rural school districts than in all other places combined. In addition, rural schools show increasing rates of poverty, diversity, and students with special needs. These widespread trends are most evident in the South, Southwest, and parts of Appalachia.

Preparation Programs
Linking Assessment and Instruction: Teacher Preparation and Professional Development

The National Comprehensive Center for Teacher Quality (TQ Center) has released an Issue Paper providing a framework and justification for effective ways that teachers can collect and use assessment data to make instructional decisions. This framework is provided as an indication of what effective linking of assessment data to instructional decisions ought to look like—rather than a summary or survey of current practices. The framework and respective Innovation Configuration for Linking Assessment and Instruction in Teacher Preparation and Professional Development (provided in the Appendix, pages 31–34) are primarily designed to provide a blueprint for preservice teacher preparation; however, they also may be used as an evaluation rubric or development guide for inservice professional development.

Preparation of Effective Teachers in Mathematics

The National Comprehensive Center for Teacher Quality (TQ Center) has released a paper applying the recommendations of the National Mathematics Advisory Panel (2008) to the practice of preparing and developing highly effective mathematics teachers. The paper describes the Innovation Configuration for Effective Teaching and Learning of Mathematics. The Innovation Configuration is offered as a means of evaluating and aligning teacher preparation and professional development activities to promote stronger learning of mathematics in accordance with recent recommendations of the National Mathematics Advisory Panel (2008). The Innovation Configuration provides a set of actionable recommendations for all teacher educators (i.e., preservice teacher educators, inservice professional development providers, school and district leaders) in applying the panel's recommendations to bolster the quality of mathematics teaching and learning in schools.

Research Evidence on Strategies Used To Improve Teacher Quality

Billions of dollars are spent on strategies to improve teacher quality in the U.S., but which ones have the most impact on student achievement? One state, seeking assistance to make informed decisions about which investments are indeed the most effective, turned to the Northwest Comprehensive Center (NWCC). In response, NWCC’s Basha Krasnoff, with help from Ira Pollack, conducted extensive literature searches, reviews, and analyses of the research evidence for three predominant strategies used by districts: class size reduction; professional development; and recruitment, induction, and retention of highly qualified teachers.

While the initial purpose of this review was to support one state’s planning of Title II, Part A, fund designations, the resulting compendium of research syntheses can be useful to all state and local educational agencies that want to compare strategies in order to maximize return on investments. For agencies interested in considering the research evidence on one particular strategy for supporting teacher effectiveness, the compendium has been separated into three briefs—each comprising policy considerations, a summary of findings, lessons learned, and references.

What the Research Says About:

Class size reduction

Professional development

Recruitment, induction, and retention of highly qualified teachers

Compendium

The Common Core State Standards and Teacher Preparation: The Role of Higher Education

The Association of Public and Land-Grant Universities released a brief outlining an action agenda for the role of higher education institutions in ensuring the success of the Common Core State Standards. Highlights include:

  • Aligning higher education curriculum with K–12 curriculum (which includes both adapting admissions standards and revising curricula of first year courses that act as bridges between K–12 and college majors)
  • Preparing and educating teachers, both prospective and practicing (which includes revising curriculum in disciplinary departments to prepare teachers to teach the Common Core State Standards, revising professional preparation coursework and experiences, and working in partnerships with professional development programs)
  • Conducting research on issues of teaching and learning the Common Core State Standards, teacher quality, and the implementation of the Common Core State Standards
  • Establishing and sustaining long-term partnerships with other actors and agencies in the educational system
Principal Effectiveness
Teacher and Leader Effectiveness in High-Performing Education Systems

The Alliance for Excellent Education released a report examining the experiences of high-performing education systems around the world. Finland, Ontario, and Singapore all have well-developed systems for recruiting, preparing, developing, and retaining teachers and school leaders. They all have attained high levels of student performance and attribute their success to their teacher-effectiveness policies. This report examines lessons from these high-performing systems that the United States can apply and provides detailed descriptions of the policies from each system.

Teacher Effectiveness
A Practical Guide to Evaluating Teacher Effectiveness

This guide offers a definition of teacher effectiveness that states and districts may adapt to meet local requirements. In addition, the guide provides an overview of the many purposes for evaluating teacher effectiveness and indicates which measures are most suitable to use under different circumstances. The guide also includes summaries of various measures, such as value-added models, classroom observations, analysis of classroom artifacts (e.g., lesson plans and student work), and portfolios. The summaries include descriptions of the measures, along with a note about the research base and strengths and cautions to consider for each measure. The guide is based on the TQ Center research synthesis, Approaches to Evaluating Teacher Effectiveness: A Research Synthesis by Goe, Bell, and Little (2008).

Approaches to Evaluating Teacher Effectiveness: A Research Synthesis

This research synthesis examines how teacher effectiveness is currently measured and provides practical guidance for how best to evaluate teacher effectiveness. It evaluates the research on teacher effectiveness and the different instruments used to measure it. In addition, it defines the components and indicators that characterize effective teachers, extending this definition beyond teachers' contribution to student achievement gains to include how teachers impact classrooms, schools, and their colleagues as well as how they contribute to other important outcomes for students.

Communication Framework for Measuring Teacher Quality and Effectiveness: Bringing Coherence to the Conversation

This communication framework was developed to promote effective dialogue about the measurement of teacher quality and effectiveness. It facilitates communication about policies regarding teacher effectiveness by helping to build a shared understanding of the terminology used in the discussion. Through a brief overview of teacher quality and the various instruments that can be used to collect evidence of its many facets, the framework illuminates both the possibilities and the limitations of focusing on teacher effectiveness (as opposed to other dimensions of teacher quality) in education policy and practice.

Model Core Teaching Standards: A Resource for State Dialogue

The Council of Chief State School Officers (CCSSO) has recently released new draft standards comprising a set of principles of effective teaching. The new standards are revised from the 1992 model standards in response to new visions for teaching. This document is being distributed as a draft for public comment.

Preparation of Effective Teachers in Mathematics

The National Comprehensive Center for Teacher Quality (TQ Center) has released a paper applying the recommendations of the National Mathematics Advisory Panel (2008) to the practice of preparing and developing highly effective mathematics teachers. The paper describes the Innovation Configuration for Effective Teaching and Learning of Mathematics. The Innovation Configuration is offered as a means of evaluating and aligning teacher preparation and professional development activities to promote stronger learning of mathematics in accordance with recent recommendations of the National Mathematics Advisory Panel (2008). The Innovation Configuration provides a set of actionable recommendations for all teacher educators (i.e., preservice teacher educators, inservice professional development providers, school and district leaders) in applying the panel's recommendations to bolster the quality of mathematics teaching and learning in schools.

Research Evidence on Strategies Used To Improve Teacher Quality

Billions of dollars are spent on strategies to improve teacher quality in the U.S., but which ones have the most impact on student achievement? One state, seeking assistance to make informed decisions about which investments are indeed the most effective, turned to the Northwest Comprehensive Center (NWCC). In response, NWCC’s Basha Krasnoff, with help from Ira Pollack, conducted extensive literature searches, reviews, and analyses of the research evidence for three predominant strategies used by districts: class size reduction; professional development; and recruitment, induction, and retention of highly qualified teachers.

While the initial purpose of this review was to support one state’s planning of Title II, Part A, fund designations, the resulting compendium of research syntheses can be useful to all state and local educational agencies that want to compare strategies in order to maximize return on investments. For agencies interested in considering the research evidence on one particular strategy for supporting teacher effectiveness, the compendium has been separated into three briefs—each comprising policy considerations, a summary of findings, lessons learned, and references.

What the Research Says About:

Class size reduction

Professional development

Recruitment, induction, and retention of highly qualified teachers

Compendium

Teacher and Leader Effectiveness in High-Performing Education Systems

The Alliance for Excellent Education released a report examining the experiences of high-performing education systems around the world. Finland, Ontario, and Singapore all have well-developed systems for recruiting, preparing, developing, and retaining teachers and school leaders. They all have attained high levels of student performance and attribute their success to their teacher-effectiveness policies. This report examines lessons from these high-performing systems that the United States can apply and provides detailed descriptions of the policies from each system.