1. Effective Use of Instructional Time Jane A. Stallings Stephanie L. Knight Texas A&M University

2. Estimated Use of Time in a School Day and Year

3. Comparison of Average and Effective Teacher Use of Time

4. Comparison of Average and Effective Student Use of Time

5. Systematic Observation of Classroom Interactions How do we collect the data?

6. Classroom Snapshot

7. Variables Coded During Snapshot Materials Books, Paper/Pencil, Computers, Manipulatives, Multimedia, Visual Aids, No Material Activities Reading, Making Assignments, Instruction, Discussion, Practice/Drill, Written Assignments, Kinesthetic, Projects Off-Task Behaviors Social Interaction, Student Uninvolved, Being Disciplined Grouping Arrangements

8. Sample Code Description CLASSROOM SNAPSHOT ACTIVITIES Code Item Making Assignments Description An adult is explaining an activity, the procedures to be followed, the amount of work to be finished, or rewards for completing the assignment. The discussion is not focusing on the academic content, but on the information that students need to carry out the assignment. Discussion of grades and clarification of behavior expectations is coded here.

9. Systematic Observation of Classroom Interactions How do we use the data?

10. Teacher Profile

11. Student Profile

12. Teacher Training Model Professional development model Focus on collaboration Weekly seminars (Problems-based) Pre and post observations using the SOS Trainer of trainers model National Diffusion Network Project 1979-1999

13. Teacher Training Model PretestObserve teachers; prepare profiles; teachers analyze and set goals; start where teachers are InformProvide information; link theory, research, and practice; check for understanding; elicit practical examples Guide Provide conceptual units; teachers adapt to own style; teachers assess peer observation Practiceprovide coaching and feedback; teachers make commitments; support and encourage change PosttestObserve teachers; prepare profiles; teachers analyze for change; teachers set new goals; applaud improvement; assess program

14. Teacher Training Seminars Seminar 1Understanding School, Community and Students' Culture Seminar 2Working with Neighborhood Children and Their Families Seminar 3Understanding Research on Effective Teaching Analyzing Personal Profiles Seminar 4Improving Classroom Organization and Management Cooperative Learning Seminar 5Planning Appropriate Lessons Challenging Students: Strategies that Promote Higher Cognitive Thinking

15. Teacher Training Seminars (cont.) Seminar 6Using Positive Behavior Management Techniques Preparing for Student Off-Task Peer Observation Seminar 7Implementing Interactive Instruction Preparing for Peer Observation of Interactions Seminar 8Linking Students' Background Knowledge with School Lessons Seminar 9Improving Reading Comprehension: Using Literature from Diverse Backgrounds Seminar 10Analyzing Personal Change and Setting New Goals

16. Teacher Training Model What are the results?

17. 3 inner-city schools Anderson Elementary School Johnston Middle School Gregory-Lincoln Education Center 90 student teachers 108 teachers Approximately 6,000 elementary and middle school students of participating teachers Approximately 5,300 elementary and middle school students during student teachers’ induction year Teacher Training Study 1996-2000

18. Teacher Training Outcomes Impact on student teachers Increased active teaching from 67% to 77% Increased academic interactions from 85% to 89% Reduced nonacademic interactions from 14% to 9% Achieved national criterion for effective teaching by end of program Impact on teachers Increased active teaching from 69% to 77% Increased academic interactions from 84% to 87% Reduced nonacademic interactions from 8% to 6%

19. Teacher Training Outcomes Impact on K-12 Students Teachers reduced off-task behavior from 7% to 5% Student teachers reduced off-task behavior from 16% to 10% On average, students engage in 16 more hours of learning in classes of LTICS teachers after training Improvement in pass rates for TAAS tests of 17% compared to the year prior to involvement with the LTICS program Impact on Inner-City Education 83 of 90 (92%) of participating student teachers took positions in inner-city schools or schools with diverse populations 38 of 90 (42%) of participating student teachers specialized in high-need content areas (Bilingual, Special Education, Math, Science, Foreign Language)

20. Impact on Student Achievement