Effective versus Ineffective Schools: Observable Differences in the Classroom

1. Effective versus Ineffective Schools: Observable Differencesin the Classroom CHARLES TEDDLIE – Louisiana State University PEGGY C. KIRBY – University of New Orleans SAM STRINGFIELD – Northwest Regional Educational Laboratory

2. Time on task Daily review Presentation of new content Initial student practice Independent practice Weekly/monthly review Teacher expectations Positive reinforcement Student progress evaluation Lesson plans Number of interruptions Discipline Ambience Physical characteristics of the room Rosenshine’s 14 Indicatorsof an Effective School

3. Necessary Instructional Functionsof an Effective Teacher • Review of previous learning • Proper presentation of new material • Guided group practice • Appropriate feedback and correctives • Guided independent practice • Periodic review

4. Outlier Approach • Uses a mathematical model to predict school-level student achievement • Based on factors such as socioeconomic status • School is effective if actual achievement is higher than expected achievement. • School is ineffective if actual achievement is lower than expected achievement.

5. Sample Pool • Consisted of 13 school systems • Obtained 3rd grade scores of state basic skills test in reading • Mean scores reported over 2 years • Regression models were developed based on various factors

6. Observations • Teachers were rated by 2 observers • Four different ratings: effective, weak, ineffective, and not observed • Not observable ratings were eliminated

7. Procedure • Each school was visited 3 days in the fall and 3 days in the spring • Each observer visited 3rd grade classrooms at least once a day • 116 separate classes were visited • Notes were recorded one minute after class began

8. Results of an Effective School • Strong leadership • Leadership was knowledgeable of innovation in classrooms • Exposure to new and creative ideas • Effective use of time • Academic bulletin board themes

9. Results of an Ineffective School • Strong leadership, but was never seen in classrooms • Lack of time spent on academics • Little planning time for instruction • Teachers spent too much time in lounge • Poor appearance of teachers • Nonacademic bulletin board themes

10. What makes theeffective school different? • The principal insisted on a clear, present academic focus. • Teachers were interested in how well their students mastered basic skills. • There was a prominent display of symbols of academic excellence. • School emphasized interactive teaching in the classrooms.

11. Conclusion Teachers in more effective schools consistently displayed more of the effective teaching behaviors than do teachers in less effective schools.