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What We Know About Effective Teaching and Teacher Preparation Jack States Randy Keyworth

What We Know About Effective Teaching and Teacher Preparation Jack States Randy Keyworth The Wing Institute. Content of the Presentation. The Importance of Teachers What Teachers Do That Make a Difference What Should We Teach Teachers How Should We Train Teachers

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What We Know About Effective Teaching and Teacher Preparation Jack States Randy Keyworth

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  1. What We Know About Effective Teaching and Teacher Preparation Jack States Randy Keyworth The Wing Institute

  2. Content of the Presentation • The Importance of Teachers • What Teachers Do That Make a Difference • What Should We Teach Teachers • How Should We Train Teachers • What Preparation Programs Are Teaching

  3. How Effective Are Are Structural Interventions

  4. What We Know Teachers are very important: Effect Size .20 - .407% - 21% of student gains can be attributed to teacher effectiveness (Nye et al., 2004)

  5. What is it teachers do that make a difference? Effective Classroom Instruction

  6. What Makes a Difference M. C. Wang, G. D. Haertel, and H. J. Walberg, 1994

  7. The Impact of What Happens in the Classroom Medium Visible Learning, Hattie, J (2009)

  8. What We Know -About Assessment Large Effects of Systematic Formative Evaluation: A Meta-Analysis, Fuchs & Fuchs, 1986

  9. The Impact of What Happens in the Classroom

  10. What Do We Know About Reading

  11. What Do We Know About Teacher Preparation?

  12. What We Know - No Child Left Behind mandates subject matter competency - Subject matter effect size: .06 - .12 Subject matter impact negligible Literature Review Studying Teacher Education: The Report of the AERA Panel on Research and Teacher Education (2005) Creating Effective Teachers: Concise Answers for Hard Questions (2003)

  13. Subject Matter Training for Teachers and Student Achievement

  14. What We Know About Teaching Student Achievement Through Staff Development, Joyce & Showers, 2002

  15. Teacher Field Experience

  16. What Do We Know About Teacher Preparation Programs?

  17. How Are Teaching Candidates Assessed? no examples based on achievement Response to Intervention and Teacher Preparation, Spear-Swerling, 2008

  18. What We Know82,000 teachers are NBPTS certified nationwide National Certification Has Minimal Impact on Improving Student Achievement National Board Certification and Teacher Effectiveness: Evidence from A Randomized Assigned Experiment, December 2008

  19. What We KnowNo rigorous research is available regarding achievement and National Council for the Accreditation of Teacher Education (NCATE) Rigorous Research on Student Achievement Absent

  20. What We Know - No Child Left Behind mandates full state certification - In 2004-05 approximately 1 in 7 teachers did not meet standard Constantine, J., Player D., Silva, T., Hallgren, K., Grider, M., and Deke, J. (2009). An Evaluation of Teachers Trained Through Different Routes to Certification, Final Report (NCEE 2009- 4043). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

  21. What is the Current State of Education Research? No studies examined teaching outcomes

  22. WhatTeacher Preparation Programs Teaching?

  23. How Well Are New Teachers Prepared?

  24. What Schools Are Teaching Response to Intervention and Teacher Preparation, Spear-Swerling, 2008

  25. How Preparation Programs Teach Reading

  26. Where Do We Go From Here?

  27. Blue Ribbon Panel Calls forNovember 16, 2010 Turning Teacher Education 'Upside Down,' Centering Curricula around Classroom-Ready Training and Increasing Oversight and Expectations Commissioned by the National Council for Accreditation of Teacher Education (NCATE)

  28. What Works and What Doesn’t in Clinical Training Field Experience vs. Laboratory • “Substantial evidence indicates that field experiences, especially extended field experiences, do not result in desirable outcomes…” Metcalf et al., (1995) • Unfortunately, the knowledge base is insufficient to make definitive claims as to what works ?

  29. AERA Report : Studying Teacher Education, 2005

  30. What We Know There are no data to know how widely coaching is employed The principal measure was “Attitude Change”and only 3 out of 107 were experimental AERA Report : Studying Teacher Education, 2005

  31. What Laboratory Preparation Experiences Work Best

  32. In Conclusion • Research is a guide to what works • Teachers do make a difference • How teachers teach is critical to student success • Much of current preparation doesn’t work • Educators know much of what and how to prepare teachers • Educators need to be cautious of empty structural solutions

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