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Teacher Quality Initiative 2007 Quality Matters Conference

Teacher Quality Initiative 2007 Quality Matters Conference. Martha S. Hendricks Associate Director Teacher Quality Partnership. Factors and Forces. Higher Education Act of 1998 Title II Report on Teacher Quality Ohio Report Card Task Force (1999-2001) OCTEO Focus Groups

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Teacher Quality Initiative 2007 Quality Matters Conference

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  1. Teacher Quality Initiative2007 Quality Matters Conference Martha S. Hendricks Associate Director Teacher Quality Partnership

  2. Factors and Forces • Higher Education Act of 1998 • Title II Report on Teacher Quality • Ohio Report Card Task Force (1999-2001) • OCTEO Focus Groups • Political will formed between Ohio Department of Education, Ohio Board of Regents, Private Colleges, and Public Colleges • Factors in Ohio • Standards Based Curriculum • Value-added Assessment • HB565 and SB311 – passed Dec. 23, 2006

  3. Factors and Forces • Confidentiality Promise Promotes Collaboration • Participants (all data coded) • Colleges and Universities • Preservice, Demographics, Inservice data • Ohio aggregated data reported publicly • Institutions get their own data to use in program review and accreditation reports • FERPA ruling from OSU attorney

  4. Factors and Forces • History of Trust Sustains Collaboration • TQP Leadership Team in variety of statewide leadership roles • OACTE officers and board members • ODE grants and projects • OBR grants and projects • TQP Leadership Team active with districts • BASA officers • Teacher Education Administration courses

  5. Stakeholders and Participants • All 50 Ohio Teacher Preparation Institutions • Institutional Representatives (50) • Principal Investigators (UC, OSU, UD, Findlay) • Research Design Teams (13 IHEs) • Field Researchers (10 IHEs – changes as needed) • Ohio Advisory Board • External Audit Panel • Multiple federal, state, corporate, and foundation funders

  6. TQP Research Questions 1. Do variables of teacher background, initial preparation, and on-going professional learning relate to teacher practices, student learning and achievement? 2. How do specific elements of teacher preparation and aspects of school contexts impact novice teachers’ development during their first three years of teaching? 3. Do high value-adding teachers (HVATs) have characteristics, instructional practices, and understandings that differ from other teachers along the value-added continuum? 4. What specific school contexts are associated with HVA novice and experienced teachers?

  7. Benefit to Institutions • If 5 student teachers participate, a customized report is given to each institution. It is not made public by TQP. • Both pre-service and in-service surveys are done at TQP expense using valid and reliable instruments based on national studies. • Patterns identified on annual reports have been useful for internal review and reform. • An NCATE/TQP cross-walk has simplified using survey data in accreditation reports. • Comparison of local and state, sometimes national, data. • Ultimately intend to use “best practices” findings to improve preparation program.

  8. Longitudinal GraduateFollow-up Study • Survey student teachers ‘03-’04 through ’07-’08 • Anticipate 30,000+ participants • Printed or on-line surveys administered by institutional liaisons • Expect to add value-added scores of graduates • Follow novice teachers each year through ’07-’08 • Anticipate 5,000+ participants • Printed or on-line surveys

  9. Survey Subscales Perceptions of Teacher Preparation Program Program Feature School Experiences Teacher Education Faculty Cooperating Teacher Essentially I Teach the Way Professional Knowledge and Skills Purpose General Diversity and Multicultural Perspective Literacy and Mathematics Preparation Assessment Preparation

  10. Survey Subscales Preservice Program Courses Current Professional and Competency Standards Instructional Orientation Reading and Writing Instructional Orientation Mathematics Teacher Beliefs Efficacy--Classroom Climate Efficacy—Students Concerns About Teaching

  11. Field Studies • Beginning teachers in 4th – 6th grade reading and/or 4th – 8th grade mathematics • Follow 50 novice teachers for three years • Follow 1 cohorts of 25 experienced teachers one year each • Protocol • Structured Interviews • Observations - CLASS • Surveys – TQP Inservice or Experienced Teacher, Content Knowledge, School Climate

  12. CLASS Protocol* • Train on CLASS and pass reliability test within 80% accuracy of master codes • Observe 20 minute segments of lessons • Score 10 minutes (1-7) • Repeat 20/10 cycles throughout day • Conduct post-observation interview* • Submit scores and evidence* *Adapted for TQP

  13. What Does the CLASS measure? Emotional Support Positive Climate Negative Climate Teacher Sensitivity Regard for Student Perspectives Classroom Organization Behavior Management Productivity Instructional Learning Formats Instructional Support Concept Development Quality of Feedback Language Modeling Student Outcomes Student Engagement www.classobservation.com

  14. NTS and ExTS Research Protocol

  15. Large-Scale Longitudinal Study of Novice Teachers • Beginning teachers in 4th – 6th grade reading and 4th – 8th grade mathematics • Follow for three years • Observe one day using CLASS • Cohort I (2006-2009) • 200 teachers in rural, urban, suburban districts • Cohort II (2007-2010) • 200 teachers in rural, urban, suburban districts • Cohort III (2008-2011) • 200 teachers in rural, urban, suburban districts

  16. Large-Scale Longitudinal Study of Novice Teachers (Con’t.) • Research Teacher Preparation • Institution, Unit, Program features • Transcript analysis • Syllabi analysis • Professor Interviews • TQP Inservice Teacher Survey • Research School Context • Working Conditions Survey – all teachers • District Information from various sources

  17. Data Summary 2004-2010 • 17,000 pre-service surveys • 8,000 in-service surveys • 200 teacher candidate demographic profiles • 200 teacher ed program profiles • 400+ school district profiles • 18,000+ school context staff surveys • 1,500 novice teacher profiles/performance • 75 novice teacher case study profiles • 25 experienced teacher case studies • Value-added ratings on 4,000-20,000 teachers

  18. Challenges of Large-Scale Collaboration Ownership, Turf, and Trust Data Collection on Main and Regional Campuses Multiple Data Bases that Don’t Connect Well Communication Both Internal and External Resources vs. Costs Setting Priorities Follow-through on Tasks Recruitment of Participants Maintaining Political Will

  19. Current Challenges • Trust among and between partners • Data integrity and quality • Data migration from legacy systems • Aggregation of multi-sourced data • Data analytical needs • Computational requirements • Comprehensive reporting • System-wide security • Scalability • Maintaining autonomy • Data sharing agreements • Researcher access

  20. Institutional and program level profiles of teacher education in Ohio Demographic profiles of Ohio teacher preparation program candidates and graduates Program quality ratings by recent graduates of Ohio teacher education programs Program quality ratings by 1st, 2nd, and 3rd year teachers in Ohio Novice teacher ratings of mentoring, induction, and professional development programs in Ohio The relationships between teacher preparation factors and novice teacher classroom performance The relationships between teacher preparation factors and value-added student growth in novice and experienced teachers’ classrooms The relationships between teacher preparation factors and teacher licensure performance examinations The relationships between school factors and novice teacher performance and student achievement 2007-2008 Analyses and Reports

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