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Pub Date: |
2012-01-00 |
Pub Type(s): |
Reports - Descriptive |
Peer Reviewed: |
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Descriptors:
Teacher Effectiveness; Teacher Recruitment; Teacher Persistence; Tenure; Teacher Dismissal; Job Layoff; Teacher Improvement; Inservice Teacher Education; Faculty Development; Coaching (Performance); Educational Research; Alignment (Education); Program Effectiveness; Expenditures; Personnel Management; Educational Administration
Abstract:
Fueled in part by the U.S. Department of Education's Race to the Top program, a massive effort to overhaul teacher evaluation is underway in states and districts across the country. The aim is to ensure that evaluations provide a better indication of "teaching effectiveness," or the extent to which teachers can and do contribute to students' learning, and then to act on that information to enhance teaching and learning. But as states and districts actually begin to adopt policies to measure teaching effectiveness, another kind of debate is now raging: How exactly should school systems use the results of their new teacher-evaluation systems? More broadly, once states and districts begin to measure effectiveness, what kinds of strategies should they adopt to "increase" the amount of measured effectiveness in the teacher workforce over time? Underneath the confusion about what the reforms are really about lie two very different types of strategies for boosting teaching effectiveness in the workforce. The first strategy can be called "movin' it" because it treats a teacher's effectiveness as fixed at any given point in time, then uses selective recruitment, retention, and "deselection" to attract and keep teachers with higher effectiveness while removing teachers with lower effectiveness. In contrast, "improvin' it" policies treat teachers' effectiveness as a mutable trait that can be improved with time. When reformers talk about providing all teachers with useful feedback following classroom observations or using the results of evaluation to individualize professional development for teachers, they are referring to "improvin' it" strategies. In reality, there is nothing about either strategy that precludes the other. Therefore, instead of treating them as "either/or" choices, smart school systems would combine "movin' it" and "improvin' it" policies to maximize increases in teaching effectiveness. In fact, evidence suggests that high-improving and high-performing schools manage to do just that. (Contains 8 figures and 54 endnotes.)
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Pub Date: |
2013-02-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Academic Achievement; Achievement Gap; School Schedules; Elementary School Students; Secondary School Students; Numeracy; Foreign Countries; Mixed Methods Research; Literacy; Longitudinal Studies; Educational Change; Socioeconomic Status; Principals; Leaders; Coaching (Performance)
Abstract:
The phenomenon of summer slide or setback has gained a great deal of attention in the USA. It is understood to account for as much as 80% of the difference in achievement for students between low and high socio-economic families over their elementary schooling. In a mixed method longitudinal study of reforms in low socio-economic school communities in Victoria, Australia this phenomenon in the achievement growth of primary and secondary school students for both literacy and numeracy was identified. The longitudinal analysis of achievement data revealed decelerated growth during Terms 4 and 1, the spring and summer months in the Australian school calendar. In this article we present these findings and the reflections of Principals, literacy and numeracy leaders and coaches about these findings and their suggestions for action. We argue that reforming school practices during Terms 1 and 4 and developing a deeper understanding of students' out-of-school learning and knowledge are essential for enhancing growth in achievement from September to March and for narrowing the achievement gap between marginalised and advantaged students. Further research of this phenomenon in the Australian context is needed.
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Pub Date: |
2012-00-00 |
Pub Type(s): |
Journal Articles; Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
Evidence; Laboratory Schools; Educational Research; Academic Achievement; Program Effectiveness; Foreign Countries; Teaching Methods; Elementary School Students; Middle School Students; Coaching (Performance); Student Evaluation; Data Analysis
Abstract:
Morningside Academy is a third-level scientifically driven service organization (Johnston, 1996) consisting of a laboratory school and outreach to schools and agencies throughout the United States and Canada through its partnership with Morningside Teachers' Academy. The approach blends together a number of empirically validated practices to assist students in achieving academic performance gains. This article describes the three phases--instruction, practice, and application--that make up Morningside's educational programs, outlines the coaching protocol used to prepare teachers to effectively deliver the programs, presents evidence of effectiveness, and calls on our colleagues in basic human research and experimentally controlled applied research organizations to partner with us to answer important theoretical and procedural questions related to our current technologies. (Contains 2 tables, 2 footnotes, and 15 figures.)
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Author(s): |
N/A |
Source: |
What Works Clearinghouse |
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Pub Date: |
2013-02-00 |
Pub Type(s): |
Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
High School Seniors; College Bound Students; Coaching (Performance); Intervention; College Applicants; Program Evaluation; Program Effectiveness; Scores; Grade 10; Academic Achievement; Control Groups; Enrollment; Evidence
Abstract:
"Late Interventions Matter Too--The Case of College Coaching in New Hampshire" examined whether providing college application coaching to high school seniors increased postsecondary enrollment. The program was aimed at students who were considering applying to college but who had made little or no progress in the application process, and who had a tenth grade test score high enough to warrant applying to college. Study authors randomly assigned approximately 950 students from 12 New Hampshire high schools to receive the coaching program or be in the control group. The coaching program was implemented by volunteer college students, and provided in-person assistance with completing college application and financial aid forms, money to cover application fees, and a $100 cash incentive to participants for completing the college application process. Overall, students receiving the intervention had postsecondary enrollment rates that were four percentage points higher than students in the control group (43% versus 39%), but this difference was not statistically significant. However, study authors reported a statistically significant interaction between student gender and program participation: Women who participated in the program enrolled in postsecondary education at a rate that was 12 percentage points higher than women in the control condition (63% versus 51%). For men, the enrollment rates were essentially equal in the intervention and the control conditions. The portion of the study that estimates the impact of the coaching program on college enrollment meets What Works Clearinghouse evidence standards without reservations because it is a randomized controlled trial with no attrition. A more thorough review (forthcoming) will determine whether the follow-up findings for enrollment and the analyses of the impact of the program on enrollment for first-generation college students meet WWC evidence standards.
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Pub Date: |
2012-00-00 |
Pub Type(s): |
Reports - Research; Tests/Questionnaires |
Peer Reviewed: |
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Descriptors:
Foreign Countries; Language Teachers; English Teachers; Secondary School Teachers; Inservice Teacher Education; Program Effectiveness; Process Approach (Writing); Writing Skills; Secondary School Students; Females; Semitic Languages; English (Second Language); Writing Tests; Pretests Posttests
Abstract:
The present study aimed at identifying the necessary writing skills for the second year secondary stage students in Al-Azhar institutes through implementing the second part in the first package of the Egyptian Zero project. These skills are necessary for writing compositions for the second year in Arabic as their mother tongue and in English as a foreign. In this study, this part in the first package is the second and it is called Process-Oriented Approach. A teacher training program was used to develop the students' writing skills, improve their achievement and comprehension in writing section. To achieve these purposes, the study designed activities based on process-oriented approach strategy for the teachers of Arabic and the teachers of English in Al-Azhar institutes. In addition, a Teacher's Guide was prepared to help English language teachers handle writing skill through the process-oriented approach stages. The study made use of two Pre-Post Performance Writing Tests to measure the students' development in the writing skills, holistic and analytic scoring rubrics. These instruments were used after implementing the teacher training program. Then the teachers applied what they have learnt in their classes. The research adopted the experimental design. Two classes were assigned to be the experimental group, studying writing through the process-oriented approach stages (one class is in Arabic and another is in English). Another class was assigned to be the control group, studying through the traditional method. Results of the present study showed that students felt that. Students involving in such vivid process-oriented approach stages improved their performance, achievement and writing skills. Thus, it was observed that the students who were the sample of the study enjoyed writing. In addition, Process-Oriented Approach was effective in developing the writing skills of the students. Appended are: (1) National Examination Format; (2) Questionnaire; (3) Sample Writing Process Assessment Checklist; (4) Pre-Test on Writing; (5) Post-Test on Writing; (6) Marking Scale for Graders' Evaluation; and (7) Marking Sheet (for graders' evaluation).
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Pub Date: |
2011-03-25 |
Pub Type(s): |
Books; Reports - Descriptive |
Peer Reviewed: |
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Descriptors:
Evidence; Mentors; Coaching (Performance); Inquiry; Inservice Teacher Education; Teacher Collaboration; Case Studies; Guidelines; Research Methodology; Research Tools; Teacher Researchers; Outcomes of Education; Program Effectiveness; Secondary School Teachers
Abstract:
Can mentoring and coaching really improve professional practice? How can research and inquiry improve mentoring and coaching practice? "Mentoring and Coaching in Schools" explores the ways in which mentoring and coaching can be used as a dynamic collaborative process for effective professional learning. It demonstrates how the use of practitioner inquiry within mentoring and coaching relationships in schools results in professional learning which is both transformative and empowering for teachers. The book sets out a new model for mentoring and coaching which is centered on a process of critical inquiry and shows teachers how they can use this model to carry out their own collaborative inquiries. Features include: (1) reflective questions, guidelines, task and templates to help collect evidence and evaluate inquiries; (2) detailed case studies focusing on teachers at different stages in their career; (3) practical guidance on carrying out practitioner inquiry and research; and (4) an analysis of learning outcomes resulting from different coaching and mentoring relationships. This timely text will be valuable reading for coaches and mentors in secondary schools, teachers undertaking continuing professional development and students on coaching and mentoring courses. Following an introduction, the table of contents contains the following chapters: (1) Using this book to develop professional learning through mentoring and coaching; (2) Dimensions of professional learning; (3) Mentoring and Coaching: A platform for professional learning; (4) Practitioner Inquiry for professional learning in mentoring and coaching; (5) Inquiring into the nature of mentoring and coaching through collaboration: (6) Inquiring into mentoring and coaching in a range of professional contexts; (7) Inquiring into one to one mentoring and coaching collaborations within the school context; (8) Inquiring into wider mentoring and coaching collaborations within the school context; and (9) A new perspective: mentoring and coaching as collaborative professional inquiry. A Bibliography is included.
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