ACHIEVEMENT GAP: James Houseworth Jennifer Wilson April 4, 2011 The Influence of Teachers

IMPACT OF TEACHERS  “…the single greatest determination of learning is not socioeconomic factors or funding levels. It is instruction” (Schmoker, 2006, p. 7).  Teaching has 6 to 10 times as much impact on achievement as all other factors combined (Mortimore and Sammons, 1987).

THEORETICAL ORIENTATION  Behaviorism  “Teaching” is easy to ‘observe’ but hard to measure  Gestalt Psychology  “The whole is greater than the sum of the parts.”  Teachers know the ‘end product’ of what they’d like to teach (the lesson)  Constructivism  Teachers base some of their teaching on previous experience

EFFECTIVE TEACHERS  Prerequisites of Effective Teaching  High verbal skills  More preparation and professional development  Content knowledge  Experience  The Teacher as a Person  Caring  Fair and Respectful  Social Interactions  Enthusiastic and Motivated  Attitude towards the Profession  Reflective

EFFECTIVE TEACHERS  Classroom Management and Organization  Routines  Practices  Prompt and Efficient  Manage and Respond to Student Behavior  Organizing for Instruction  Focus on teaching and learning  Maximize Instructional time  High Student Expectations  Plan and Prepare

EFFECTIVE TEACHERS  Implementing Instruction  Use evidence-based instruction and strategies  Communicate High Expectations  Understand Complexity of Teaching  Use Questioning Techniques  Student Engagement  Monitoring Student Progress and Potential  Importance of Homework  Monitor Learning and Provide Feedback  Respond to the Range of Student Needs and Abilities in the Classroom

HOW DO WE BECOME HIGH QUALITY TEACHERS IN “TOUGH” SCHOOLS?  Board certified - requires both portfolio assignment and rigorous content test.  High qualified teachers are needed especially in special education (Boe and Cook, 2006)  Graying?- Aging of teachers has been confirmed. In 2008, modal age was 55.  Why?  Turnover rates are higher for beginning teachers (Ingersoll and Merrill, 2010).

GOOD TEACHERS IN POOR SCHOOLS  Board-certified teachers produce higher gains in achievement, especially for lower-achieving students (Berry, 2005)  Where do “good” teachers go?  For example, “accomplished teachers do not work for weak principals” (Berry, 2005)  Is the achievement gap related to where good teachers want to work?

DOES MONEY MATTER?  “Kindred spirits”- do low-performing schools provide the right colleagues?  Is pay an issue? Would teachers work harder with pay incentives?  Smaller class sizes?  Is “Waiting for Superman” waiting for more money?

IMPLICATIONS ON THE GAP  What specific actions can teachers do?  Set high expectations  Plan  Structure and deliver great lessons  Engage students  Create a strong classroom culture  Set and maintain high behavioral expectations  Build character and trust  Appropriate pacing  Challenge students to think critically

IMPLICATIONS ON THE GAP  What can administrators / school districts do?  Make experienced teachers work in high-needs schools  Provide better incentives  School / student loan forgiveness  Smaller class size  Require teachers to participate in Professional Learning Communities (Schmoker, 2006)

REFERENCES Berry, B. (2005). Recruiting and retaining board-certified teachers for hard-to-staff schools. Phi Delta Kappan, 87 (4), Boe, E. & Cook, L. (2006). The chronic and increasing shortage of fully certified teachers in special and general education. Exceptional Children, 4, Ingersoll, R. & Merrill, L. (2010). Who’s teaching our children? Educational Leadership, 67 (8), Lemov, D. (2010). Teach like a champion. San Francisco, CA: Jossey-Boss. Mortimore, P., & Sammons, P. (1987). New evidence on effective elementary schools. Educational Leadership 45(1), 4-8. Schmoker, M. (2006). Results now. Alexandria, VA: Association for Supervision and Curriculum Development. Stronge, J. H. (2002). Qualities of effective teachers. Alexandria, VA: Association for Supervision and Curriculum Development.