Directly Influencing Teaching in the Classroom: A Systemic Approach

1. Directly Influencing Teaching in the Classroom: A Systemic Approach Karen D. Hager ABAI, 2013

2. We Have Data… • Jack: • Effective strategies/practices • Yet are not implemented in the classroom • Skills/knowledge teachers need to be effective • Yet, are not taught in teacher prep programs • E.g., constructivist approaches commonly taught in preservice programs

3. We Have Data… • Ronnie: How to measure • Components of measuring performance and providing feedback • Yet, we fail to effectively measure performance and provide the PD an individual teacher needs, rather we provide the same PD for all teachers in the school or district

4. We Have Data… • Randy: Coaching • Professional development that improves outcomes • Yet, we spend tens of billions on ineffective PD

5. Where Do We Go From Here? • 2 components: preservice and inservice development • Funding • Responsibility for Implementation • Developing a Culture of Coaching

6. Preservice Preparation Programs • Huge variations, many teach ineffective instructional approaches (e.g., whole language/constructivist approach) • Philosophical differences seem to override research

7. Preservice Preparation Programs • Few consequences - accreditation not based on: • Use of research-based strategies • Effectiveness of graduates • Accountability – may be coming for prep programs • Track effectiveness of teaches and trace back to prep program • This brings us to professional development for inservice teachers

8. Inservice Professional Development • Given that: • We have not been able to ensure critical skills are taught in teacher preparation programs (Jack), and • Even when they are taught in prep programs, they are often not implemented or implemented correctly in the classroom (Ronnie) • We must pay more attention to on-going professional development and feedback for inservice teachers, such as coaching (Randy)

9. Issues to Resolve • Funding • Responsibility for Implementation • Developing a Culture of Coaching

10. Issues in PD: Funding • Resource intensive • Districts are already spending enormous amounts on PD • Much of it on one-day trainings that are not effective at changing teaching behavior • Make districts more accountable for the money spent on PD

11. Issues in PD: Responsibility • Districts, particularly smaller ones, are not likely to have the expertise • States could provide training to district administrators/lead teachers • Must free up these individuals to implement • IHEs could play a role: follow their graduates into the classroom and provide coaching • In their best interest, with increased accountability • Research opportunity • Service opportunity

12. Issues: Culture of Coaching • Coaching has research base to support it • In general, research has not been successful in affecting change in the field of education • Teacher preparation programs are not likely to change anytime soon and embrace more student teacher observation/coaching • Schools continue to spend money on ineffective PD • Perhaps we need to focus on parents/families

13. Educating Parents/Families • Somehow, we have to better educate parents: • What they should see in their schools • What information (e.g., progress monitoring data) should be sent home and presented at parent-teacher conferences and IEP meetings • What questions they should be asking teachers, principals, superintendents, school board members

14. Developing a Culture of Coaching Public Service Campaign:A Coach for Every Teacher