NAEHCY Annual Conference October 28, 2012 Patricia A. Popp, Ph.D. The College of William and Mary

1. Qualities of Effective Teachers:Working With Students Who Are Homeless, Highly Mobile, or Placed At-risk NAEHCY Annual Conference October 28, 2012 Patricia A. Popp, Ph.D. The College of William and Mary Xianxuan Xu, Ph.D. The College of William and Mary

2. Question: Where was the American Declaration of Independence signed?

4. Question: Name one of the early Romans’ greatest achievements.

6. Question: Name six animals that live specifically in the Arctic.

8. What is the significanceof this study? • Moving from Access to Academics • Addressing the Achievement Gap • Addressing Unique Instructional Challenges • Focusing on Importance of Teachers

9. Goals of Session • Focusing on importance of Teachers • Especially: • Classroom management • Assessment

10. What factor had the largest effect on student achievement? Study Highlight: Wright, S.P., Horn, S.P., & Sanders, W.L. (1997)

11. What factor had the largest effect on student achievement? Study Highlight: Wright, S.P., Horn, S.P., & Sanders, W.L. (1997)

12. Annual Student Achievement Gains Sources: 1) Barber, M., & Mourshed, M. (2007). How the world’s best-performing school systems come out on top. London: McKinsey & Company. Retrieved November 7, 2008, from http://www.mckinsey.com/locations/ukireland/publications/pdf/Education_report.pdf. 2) Stronge, J.H., Ward, T.J., Tucker, P.D., & Grant, L.W., in preparation

13. What impact does a teacher have on student learning?

14. One-year Impact ofEffective vs. Less Effective Teachers Source: Stronge, Ward, & Grant, accepted Journal of Teacher Education

15. 5th Grade Reading: Predicted vs. Actual

16. Teacher Effectiveness Indices: Reading

17. Reading One-Year Impact: Effective vs. Ineffective Teachers Note: Data presented in percentile scores

18. Math One-Year Impact:Effective vs. Ineffective Teachers

19. Teacher Effectiveness Variables

20. Student Off-task Behavior 1Stronge, Ward, Tucker, & Hindman, 2008 2 Stronge, Ward, & Grant, accepted for JTE

21. Residual Effect Two years of effective teachers could not remediate the achievement loss caused by one year with a poor teacher. Source: Mendro, Jordan, Gomez, Anderson, & Bembry (1998)

22. Sequence of Effective Teachers Low Low Low + 52-54 Percentile Points High High High Source: Sanders & Rivers, 1996

23. Time in School Year Needed to Achieve the Same Amount of Learning Source: Leigh, A. (n.d.). Estimating teacher effectiveness from two-year changes in students’ test scores. Retrieved May 22, 2007, from http://econrsss.anu.edu.au/~aleigh/.

24. Influences on Student Achievement:Explained Variance Source: Hattie, J. Teachers make a difference: What is the research evidence. Retrieved November, 20, 2008 from http://acer.edu.au/documents

25. What is an effective teacher?

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

27. Research Study Essential Questions: • What do award-winning teachers of at-risk and/or highly mobile students do that makes them effective? • How do teachers in China and the United States compare?

28. Education in China (a little context)

29. Defining “At-risk” Internal v. external factors Poverty Mobility “Border Children” “Minority”

30. Observation Results

31. Classroom Observations • Observation Elements: • Instructional Activities • Level of Student Engagement • Cognitive Levels of Tasks • Learning Director • Observations in 5-minute intervals • Questioning protocol

32. Instructional Activities Per Observation

33. Student Engagement Per Observation 1 = low engagement 2 = moderate engagement 3 = high engagement

34. Cognitive Level of Instructional Activities Per Observation 1 = not evident 2 = evident 3 = highly evident

35. National Context of Teacher Effectiveness Research • U.S. • Federal: No Child Left Behind (NCLB) • State: 50 systems of education • Focus on standards and individuality • China • Nationwide curriculum reform since 2001 • Shift from memorization, drill, and prescribed textbooks to practices that foster individuality, self-expression, inquiry, creativity, and creative thinking skills

36. Method • Case Studies of six award-winning teachers in the US • 2-hour observation of teaching • Interview of beliefs about teaching and teaching practices • Case studies of six award-winning teachers in China (same process) included here anecdotally

37. Questioning Percentage of Questions by Cognitive Demand for Teacher-Generated and Student-Generated Questions U.S. Teachers Only

38. Questioning Percentage of Questions by Cognitive Demand for Teacher-Generated and Student-Generated Questions U.S. Teachers Only Grant, Stronge, & Popp (2008)

39. Questioning Percentage of Questions by Cognitive Demand for Teacher-Generated and Student-Generated Questions U.S. Teachers Only Grant, Stronge, & Popp (2008)

40. United States Teachers Interview results

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

42. Meeting At-Risk/Highly Mobile Student Needs • Affective Needs • Academic Needs • Technical Needs

43. Affective Needs • What does it mean? • Helping students develop a sense of belonging • Developing intrinsic motivation • Attending to emotional needs • What does it sound like? I work hard to reduce stress in the classroom – to make it very comfortable and positive. I want to be seen as a helper/facilitator, not a dictator. -- Jeana

44. Academic Needs • What does it mean? • Focusing on the academic achievement • Working toward academic progress • What does it sound like? I think [my relationship with students] it’s a big role because I take ownership into their learning process and involvement and there should be no question on their part that I’m a player and that they don’t stand alone. And I think that makes a big difference. -- Janice

45. Technical Needs • What does it mean? • Focusing on the outside needs of at-risk/highly mobile students such as assistance with food, housing, referrals to agencies • Considering relationship with parents in working with students • What does it sound like? It’s not that the parents don’t care and I find the parents increasingly supportive. But the reality is that they also come from highly dysfunctional homes. -- Tanya

46. Interview Results: Proportion of Comments related to Qualities of Effective Teachers

47. Interview Results: Proportion of Comments related to Needs of Students

48. Interview Results: Proportion of Comments Related to Category

49. Overall Themes • Affective and academic needs intertwined • High expectations for all students • Assessment integral to instruction

50. Application Join a group Read the recommended practices Identify how you could incorporate the suggestion Be ready to report out 1-2 ideas