What Works in Schools: Translating Research into Action What Works in Schools: Translating Research into Action

When Schools Account for 10% of Achievement Variance SuccessFailure Effective School 66%34% Ineffective School 34%66%

When Schools Account for 20% of Achievement Variance SuccessFailure Effective School 72%28% Ineffective School 28%72%

When Schools Account for 50% of Achievement Variance SuccessFailure Highly Effective School (top 1 percent) 85%15%

Factors Influencing Achievement 1. Guaranteed and Viable Curriculum 2. Challenging Goals and Effective Feedback 3. Parent and Community Involvement 4. Safe and Orderly Environment 5. Collegiality and Professionalism 6. Instructional Strategies 7. Classroom Management 8. Classroom Curriculum Design School Teacher Student 9. Home Environment 10. Learning Intelligence/ Background Knowledge 11 Motivation

Factors Influencing Achievement School Teacher Student 1. Guaranteed and Viable Curriculum 2. Challenging Goals and Effective Feedback 3. Parent and Community Involvement 4. Safe and Orderly Environment 5. Collegiality and Professionalism 6. Instructional Strategies 7. Classroom Management 8. Classroom Curriculum Design 9. Home Environment 10. Learning Intelligence/ Background Knowledge 11 Motivation Leadership

The average correlation between principal leadership behavior and school achievement is.25 which means….

The average correlation between principal leadership behavior and school achievement is.25 which means…. a one standard deviation increase in principal leadership is associated (in a predictive sense) with a 10 percentile point gain in school achievement.

Power and Sample Size CorrelationSample Size

The Test Statistic (1.64) StudyTest Statistic A+1.04 B+1.64 C-2.33 D+3.09 A,B,C,D+1.72

Rosenthal (1969) 94 studies Average value of test statistic=1.014 Combined value = 9.83 Failsafe N= 3,263

Range of findings r High.50 Average.25 Low-.01

Factors Mediating Leadership Behavior Focus of the change and Order of the change

Factors Influencing Achievement 1. Guaranteed and Viable Curriculum 2. Challenging Goals and Effective Feedback 3. Parent and Community Involvement 4. Safe and Orderly Environment 5. Collegiality and Professionalism 6. Instructional Strategies 7. Classroom Management 8. Classroom Curriculum Design School Teacher Student 9. Home Environment 10. Learning Intelligence/ Background Knowledge 11 Motivation

29 CSR Models Borman et al (2003) Personnel costs: $13K ($0 to $208K) Non-personnel costs: $72K ($15K to $780K)

Variability of Effect Sizes Average: d=.15 Range: to % of effect sizes were below zero

Factors Mediating Leadership Behavior Focus of the change and Order of the change

Leadership for Incremental Change Emphasize relationships Establish strong lines of communication Be an advocate for the school Provide resources Maintain visibility Protect teachers from distractions Create culture of collaboration Look for and celebrate successes

Leadership for Second Order Change Shake up the status quo Hold everyone’s feet to the fire Propose new ideas Operate from strong beliefs Tolerate ambiguity and dissent Talk research and theory Create explicit goals for change Define success in terms of goals

1. Guaranteed and Viable Curriculum 2. Challenging Goals and Effective Feedback 3. Parent and Community Involvement 4. Safe and Orderly Environment 5. Collegiality and Professionalism Factors Influencing Achievement School

Factors Influencing Achievement 1.Guaranteed and Viable Curriculum 2.Challenging Goals and Effective Feedback 3.Parent and Community Involvement 4.Safe and Orderly Environment 5.Collegiality and Professionalism 1.Guaranteed and Viable Curriculum School

If you wanted to teach all of the standards in the national documents, you would have to change schooling from K-12 to K standards across 14 subject areas 3,500 benchmarks 13,000 hours of class time available 9,000 hours of instruction available 15,500 hours of instruction needed to cover the 3,500 benchmarks

Factors Influencing Achievement 1.Guaranteed and Viable Curriculum 2.Challenging Goals and Effective Feedback 3.Parent and Community Involvement 4.Safe and Orderly Environment 5.Collegiality and Professionalism 2.Challenging Goals and Effective Feedback School

1.Guaranteed and Viable Curriculum 2.Challenging Goals and Effective Feedback 3.Parent and Community Involvement 4.Safe and Orderly Environment 5.Collegiality and Professionalism Factors Influencing Achievement 3. Parent and Community Involvement School

1.Guaranteed and Viable Curriculum 2.Challenging Goals and Effective Feedback 3.Parent and Community Involvement 4.Safe and Orderly Environment 5.Collegiality and Professionalism Factors Influencing Achievement 4. Safe and Orderly Environment School

1.Guaranteed and Viable Curriculum 2.Challenging Goals and Effective Feedback 3.Parent and Community Involvement 4.Safe and Orderly Environment 5.Collegiality and Professionalism Factors Influencing Achievement 5. Collegiality and Professionalism School

1. Guaranteed and Viable Curriculum 2. Challenging Goals and Effective Feedback 3. Parent and Community Involvement 4. Safe and Orderly Environment 5. Collegiality and Professionalism Factors Influencing Achievement School

Factors Influencing Achievement 6. Instructional Strategies 7. Classroom Management 8. Classroom Curriculum Design Teacher

Z Score Entering Z Score Leaving Average School/ Average Teacher 00

Z Score Entering Z Score Leaving Average School/ Average Teacher 00 Highly Ineffective School/Highly Ineffective Teacher

Z Score Entering Z Score Leaving Average School/ Average Teacher 00 Highly Ineffective School/Highly Ineffective Teacher Highly Effective School/ Highly Ineffective Teacher 0-.35

Z Score Entering Z Score Leaving Average School/ Average Teacher 00 Highly Ineffective School/Highly Ineffective Teacher Highly Effective School/ Highly Ineffective Teacher Highly Ineffective School/ Highly Effective Teacher 0.35

Z Score Entering Z Score Leaving Average School/ Average Teacher 00 Highly Ineffective School/Highly Ineffective Teacher Highly Effective School/ Highly Ineffective Teacher Highly Ineffective School/ Highly Effective Teacher 0.35 Highly Effective School/ Highly Effective Teacher 01.75

Z Score Entering Z Score Leaving Average School/ Average Teacher 00 Highly Ineffective School/Highly Ineffective Teacher Highly Effective School/ Highly Ineffective Teacher Highly Ineffective School/ Highly Effective Teacher 0.35 Highly Effective School/ Highly Effective Teacher Highly Effective School/ Average Teacher 0.80

Factors Influencing Achievement 6. Instructional Strategies 7. Classroom Management 8. Classroom Curriculum Design Teacher 6. Instructional Strategies

Identifying similarities and differences Summarizing and note taking Reinforcing effort and providing recognition Homework and practice Nonlinguistic Representations Cooperative Learning Setting Objectives and Providing Feedback Generating and Testing Hypotheses Cues, Questions, and Advance Organizers

Factors Influencing Achievement 6. Instructional Strategies 7. Classroom Management 8. Classroom Curriculum Design Teacher 7. Classroom Management

Classroom management is defined as teachers’ actions related to i.Establishing and enforcing rules and procedures ES = -.76,P28 ii.Carrying out disciplinary actions ES =-.91,P32 iv.Maintaining an appropriate mental set ES= -1.29,P40 iii.Maintaining effective teacher-student relationships, and ES=-.87,P31

7. Classroom Management ii.Carrying out disciplinary actions Effect Sizes for Disciplinary Interventions Reinforcement-.86 Punishment-.78 No immediate consequence-.64 Punishment and reinforcement-.97

7. Classroom Management iii. Maintaining effective teacher-student relationships >>>>>>>>>>>>>>>>>> High Dominance High Submission Clarity of purpose,Lack of clarity, strong guidancepurpose, or direction >>>>>>>>>>>>>>>>>> High Cooperation High Opposition Concern for needsActive antagonism, of others, team memberthwart others’ goals

Mental Set

FINAL FOLIOS SEEM TO RESULT FROM YEARS OF DUTIFUL STUDY OF TEXTS ALONG WITH YEARS OF SCIENTIFIC EXPERIENCE.

F INAL F OLIOS SEEM TO RESULT F ROM YEARS O F DUTI F UL STUDY O F TEXTS ALONG WITH YEARS O F SCIENTI F IC EXPERIENCE.

7. Classroom Management iv.Maintaining an appropriate mental set Mental set = i.“withitness”- the disposition of the teacher to quickly and accurately identify problem behavior and act on it.” ii.emotional objectivity—“…implementing and enforcing rules and procedures…without interpreting violations…as a personal attack.”

Student Responsibility a) All strategies ES= -.69, P25 b) Cognitively based ES= -.78, P28 c) Self-monitoring ES= -.50, P23

Factors Influencing Achievement 6. Instructional Strategies 7. Classroom Management 8. Classroom Curriculum Design Teacher 8. Classroom Curriculum Design

Question One: What is the essential idea or concept and how will its importance be communicated

Question Two: What are the specific learning goals for the unit and how will they be communicated to students ?

Question Three: What will be done to help students begin thinking about the new content?

Question Four: What are the major activities that will be used to introduce new content to students and how will they be approached ? Have students read Have students listen Have students observe or view Have students do

ReadX ListenX Observe/ View Do NAR EXP

Read X X Listen X X Observe/ View XX Do XX NAR EXP

Question Five: During major activities, what will be done to help students process, encode and construct meaning for new content? Linguistic Non-linguistic

Question Six: What will be done to help students practice and revise the new content?

Question Seven: What will be done to help students apply new content? compare and contrast content classify content create metaphors with content create analogies with content solve problems regarding content make decisions regarding content engage in investigations regarding content engage in experimental inquiry regarding content engage in systems analysis regarding content invent things regarding content

Question Eight: How will grouping of students be used? Use informal groups Use formal groups Use base groups

Question Nine: During the unit and at the end of the unit, how will feedback be provided to students as to their status and progress?

Question Ten: During the unit and at the end of the unit, how will success be celebrated and how will effort be recognized and encouraged? Celebrate legitimate success Systematically recognize and encourage effort

For which of the teacher-level factors is your school or district in most need of attention and resources? a) Effective instructional strategies b) Effective classroom management c) Effective models of instructional planning

Factors Influencing Achievement 9. Home Environment 10. Learned Intelligence/ Background Knowledge 11. Motivation Student

Factors Influencing Achievement Student 9. Home Environment 10. Learned Intelligence/ Background Knowledge 11. Motivation 9. Home Environment

Socio-Economic Indicators% of Variance Explained Income Only 10% Education Only 3% Occupation Only 4% Home Atmosphere Only 33%

Factors Influencing Achievement Student 9. Home Environment 10. Learned Intelligence/ Background Knowledge 11. Motivation 10. Learned Intelligence/ Background Knowledge

Factors Influencing Achievement Student 9. Home Environment 10. Learned Intelligence/ Background Knowledge 11. Motivation