Effective Teachers of At-Risk and Highly Mobile Students National Association for Education of Homeless Children and Youth National Association for Education of Homeless Children and Youth November 2006 Patricia Popp, Ph.D. The College of William and Mary

Research Study Essential Question: What do award-winning teachers of at-risk and/or highly mobile students do that makes them effective?

Definitions At-risk At-risk Students who are at-risk of dropping out of school Students who are at-risk of dropping out of school Highly mobile Highly mobile Migrant children Migrant children Homeless children Homeless children Children from military families Children from military families

Sample Six National and/or State Award-Winning Teachers who work with at-risk and/or highly mobile students Case Study InterviewObservation

What Does the Literature Say about Effective Teachers of At- Risk and/or Highly Mobile Students?

Qualities of Effective Teachers EFFECTIVE TEACHERS Prerequisites Organizing for Instruction Classroom Management & Instruction Implementing Instruction Monitoring Student Progress & Potential The Person Job Responsibilities and Practices Used with the Permission of Linda Hutchinson, Doctoral Student, The College of William and Mary Background

Prerequisites of Effective Teaching Verbal Ability Verbal Ability Certification Certification Content Knowledge Content Knowledge Pedagogical Content Knowledge Pedagogical Content Knowledge Teaching Experience Teaching Experience “A salient characteristic of at-risk schools is that they generally have relatively few well-qualified teachers.” -- National Partnership for Teaching in At-risk Schools, 2001

The Teacher as A Person Caring Caring Fairness & Respect Fairness & Respect Attitude Attitude Reflective ReflectivePractice

Classroom Management and Organization Proactive discipline Proactive discipline Positive Learning Community Positive Learning Community Monitor & respond Monitor & respond

Planning and Organizing for Instruction Thinking about instruction Thinking about instruction Planning for instruction Planning for instruction

Implementing Instruction Effective instructional strategies Effective instructional strategies Higher Level Questions Higher Level Questions Meaningful Connections Meaningful Connections High Expectations High Expectations

Monitoring Student Progress and Potential Assess and Modify Assess and Modify Provide feedback Provide feedback Be careful with homework Be careful with homework Expect a lot! Expect a lot!

“… nothing, absolutely nothing has happened in education until it has happened to a student” Joe Carroll, 1994

Examining Effective Teaching of At-Risk and Highly Mobile Students Case Scenarios