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Simone Bruder 1 , Silke Hertel 1 , Samuel Greiff 2 & Bernhard Schmitz 3

Observing Teachers` Counselling Competence – Evaluation of a Teacher Training Program with a Behavior Observation Instrument. Simone Bruder 1 , Silke Hertel 1 , Samuel Greiff 2 & Bernhard Schmitz 3 1 German Institute for International Educational Research, Frankfurt am Main

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Simone Bruder 1 , Silke Hertel 1 , Samuel Greiff 2 & Bernhard Schmitz 3

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  1. Observing Teachers` Counselling Competence – Evaluation of a Teacher Training Program with a Behavior Observation Instrument Simone Bruder1, Silke Hertel1, Samuel Greiff2 & Bernhard Schmitz3 1 German Institute for International Educational Research, Frankfurt am Main 2Heidelberg University, Germany 3 Technical University Darmstadt, Germany

  2. Theoretical background: Relevance of the research • Research on teacher competencies strengthened only recently since the research focus lies mostly on students (Beck & Zlatkin-Troischskaia, 2010; Kunter & Klusmann, 2010) • Most research on teachers in the core area of  teaching (Herzog & Makarova, 2011) • Counselling in addition to teaching, educating & assessing is a central task of teachers (KMK, 2004) • Teachers are the most important factor in providing counselling in the school system (Landesinstitut für Schule und Weiterbildung des Landes Nordrhein-Westfalen, 1998) • Counselling competency in models for teacher performance (Baumert & Kunter, 2006; Rambow & Bromme, 2000) EARLI 2012| Bergen | Simone Bruder, Silke Hertel, Samuel Greiff & Bernhard Schmitz

  3. Theoretical background: Current situation • Increase of situations in which counselling concerning learning strategies is needed (Schnebel, 2007) • Intensive cooperation between parents and school is positive for school achievement and social behaviour (Cox, 2005; Hoover-Dempsey & Sandler, 1997) • Teachers are often not well prepared for counselling tasks:often feel stressed when counselling parents (Hitzinger, 1987; Hertel, 2009) • Education in counselling prerequisite for working successfully together with parents (Krumm, 1996; Wild, 2003) EARLI 2012| Bergen | Simone Bruder, Silke Hertel, Samuel Greiff & Bernhard Schmitz

  4. Theoretical framework – Basic of this study What has been done in research until now? • It is important to specify aspects of counselling that are of particular relevance for teachers Bruder (2011) developed a 4-dimensional model of counselling competence for teachers when counselling parents in learning strategies • Although being included in German teacher education, counselling is still not taught as much as needed (KMK, 2004) Hertel developed a teacher training program to foster teachers´ counselling competence (Hertel, 2009) EARLI 2012| Bergen | Simone Bruder, Silke Hertel, Samuel Greiff & Bernhard Schmitz

  5. Theoretical background: Model of Counselling Competence (Bruder, 2011) Based on: West & Cannon (1988); Reid (1990); McLaughlin (1999); Strasser & Gruber (2003); McLeod (2003); Schwarzer & Buchwald (2006); Hertel (2009) Results of confirmatory factor analysis: X2 = 56,16 / df = 45 CFI = .96, RMSEA = .03 / SRMR = .39 EARLI 2012| Bergen | Simone Bruder, Silke Hertel, Samuel Greiff & Bernhard Schmitz 5

  6. Theoretical background: Counselling Competence Training Program (Hertel, 2009) • 4 sessions of 210 min • comprehensive in terms of competence dimensions • covering aspects from communication theory to theory of self-regulated learning • included role-plays to simulate counsellingtalks EARLI 2012| Bergen | Simone Bruder, Silke Hertel, Samuel Greiff & Bernhard Schmitz 6

  7. Theoretical background: Counselling Competence Training Program (Hertel, 2009) EARLI 2012| Bergen | Simone Bruder, Silke Hertel, Samuel Greiff & Bernhard Schmitz

  8. Theoretical background: How Measuring Counselling Competence? Teachers’ Counselling competence Paper & Pencil BehaviorObservation Self Rating Knowledge Test Work probe Participating Observer Non-particip. Observer (Hertel, 2009) EARLI 2012| Bergen | Simone Bruder, Silke Hertel, Samuel Greiff & Bernhard Schmitz

  9. Behaviour observation • The instrument was developed based on the model and consisted of 15 categories • 12 categories refer to the competence scales / 3 categories capture all other behaviour during the talk • Raters were provided with detailed information on how to score the categories • One rating interval takes 20 seconds • Interrater-reliabilities for rating intervals of 20 seconds showed very good results: Cohen’s Kappa (Cohen, 1968) κ > .80 for all categories EARLI 2012| Bergen | Simone Bruder, Silke Hertel, Samuel Greiff & Bernhard Schmitz 9

  10. Research AimandQuestions • Aim: • To observe the counselling competence of the teachers taking part in the teacher training program and to evaluate the program • To develop and test a behaviour observation instrument with a categorical system based on the model • Research Question: • Do the participants of the study improve in the four dimensions of the model (to which the categories belong)? EARLI 2012| Bergen | Simone Bruder, Silke Hertel, Samuel Greiff & Bernhard Schmitz 10

  11. Method • Pre-post design with an experimental and a control group (Data for the behaviour observations only available for the exp. group) • Role-plays were audio-taped at the beginning of the first unit (pre-test) / end of the fourth unit (post-test) • Role-plays were recorded and analysed with the instrument • Training program consisted of four units (each 3.5 hours) EARLI 2012| Bergen | Simone Bruder, Silke Hertel, Samuel Greiff & Bernhard Schmitz 11

  12. Descriptive Data for the samples EARLI 2012| Bergen | Simone Bruder, Silke Hertel, Samuel Greiff & Bernhard Schmitz

  13. Results of ANOVA with repeated measuresfor the four dimensions ²Not observed, no measures possible EARLI 2012| Bergen | Simone Bruder, Silke Hertel, Samuel Greiff & Bernhard Schmitz 13

  14. Discussion • The goal of the present study: (1) to develop an instrument to observe teachers counsellingcompetence before and after (2) a training program • The observation instrument fills the gap of research that arrogates instruments to measure teacher competences related to behavior (Kunter & Klusmann, 2010) • Hypothesis: the participants would improve in 12 categories and the 4 dimensions of counselling • results showed that the instrument was able to indicate changes in counsellingcompetence • The instrument shows good interrater-reliability • Data from the pre- and post-role-plays showed significant increase in a substantial number of categories -> promising result EARLI 2012| Bergen | Simone Bruder, Silke Hertel, Samuel Greiff & Bernhard Schmitz 14

  15. Discussion • The study shows that teachers can be supported in increasing their counsellingcompetence through training programs • The information of the behavior observation can be used to optimize the training program in the categories in which no improvements could be observed • Limits of the study: • Sample size decreased considerably from pre-test to post-test • No control group design • The instrument should be validated with other instrument on a bigger sample EARLI 2012| Bergen | Simone Bruder, Silke Hertel, Samuel Greiff & Bernhard Schmitz 15

  16. Thank you for your attention! bruder@dipf.de EARLI 2012| Bergen | Simone Bruder, Silke Hertel, Samuel Greiff & Bernhard Schmitz

  17. Questions to be discussed How important is counselling competence for teachers? How can counselling competence be more implemented into teacher education? How can the loss in data from pre- to post-test in the observation instrument be reduced? (teacher often are afraid of giving such sensitive data) How can a larger sample be recruited to validate the instrument? EARLI 2012| Bergen | Simone Bruder, Silke Hertel, Samuel Greiff & Bernhard Schmitz

  18. 2/4 EARLI 2012| Bergen | Simone Bruder, Silke Hertel, Samuel Greiff & Bernhard Schmitz

  19. 3/4 ²Not observed, no measures possible EARLI 2012| Bergen | Simone Bruder, Silke Hertel, Samuel Greiff & Bernhard Schmitz

  20. 4/4 EARLI 2012| Bergen | Simone Bruder, Silke Hertel, Samuel Greiff & Bernhard Schmitz

  21. Results • To test the hypothesis ANOVAs with repeated measures were calculated • As the counsellingtalks differed in length the measures of the categories were relativized at the length of the total talk EARLI 2012| Bergen | Simone Bruder, Silke Hertel, Samuel Greiff & Bernhard Schmitz 21

  22. Theoretical background: Behaviour Observation • It is one of the basic methods in psychological research and provides objective data • It measures not only self-assessment but behavior • Scientific observation is characterized through a standardized, controlled and structured procedure • A systematic behavior observation is characterized through its clear regimentation EARLI 2012| Bergen | Simone Bruder, Silke Hertel, Samuel Greiff & Bernhard Schmitz

  23. Theoreticalbackground:Summaryofthecurrentsituation • All in all little research in teacher competences in general – and especially concerning counselling competence • Some further studies: • Training programs for teachers in conversation techniques (Aich, 2006) • Training programs for teachers in conflict management (Stadler, 2009) • Assessment of professional conversation techniques (Gartmeier et al., 2011) EARLI 2012| Bergen | Simone Bruder, Silke Hertel, Samuel Greiff & Bernhard Schmitz 23

  24. Bibliographical Reference • Bruder, S., Keller, S., Klug, J. & Schmitz, B. (2011). Ein Vergleich situativer Methoden zur Erfassung der Beratungskompetenz von Lehrkräften [A comparison of situative methods for measuring teachers´ counselling competence]. Unterrichtswissenschaft, 39 (2) [Instructional Science], 121-135. • Cohen, J. (1968). Weighted Kappa. Nominale scale agreement with provision for scaled disagreement or partial credit. Psychological Bulletin, 70, 213-220. • Cox, D. D. (2005). Evidence based interventions using home school collaboration. School Psychology Quarterly, 20 (4), 473-497. EARLI 2012| Bergen | Simone Bruder, Silke Hertel, Samuel Greiff & Bernhard Schmitz

  25. Bibliographical Reference • Eccles, J. S. & Harold, R. D. (1996). Family involvement in children´s and adolescents´ schooling. In A. Booth & J .F. Dunn (Eds.), Family-school links: How do they affect educational outcomes? (pp. 3 – 34). Mahwah: Lawrence Erlbaum. • Epstein, J. L. & van Voorhis, F. L. (2001). More than minutes: Teachers´ roles in designing homework. Educational Psychologist, 36, 181-193. • Epstein, J. (1991). Effects on Student Achievement of Teachers´ Practices of Parent Involvement. In S. B. Silvern & B. A. Hutson (Eds.), Advances in Reading - Language Research (Vol. 5, pp. 261-276). Greenwich, Conneticut: Jai Press Inc. EARLI 2012| Bergen | Simone Bruder, Silke Hertel, Samuel Greiff & Bernhard Schmitz

  26. Bibliographical Reference • Gartmeier, M., Bauer, J., Fischer, M. R., Karsten, G. & Prenzel, M. (2011). Modellierung und Assessment professioneller Gesprächsführungskompetenz von Lehrpersonen im Lehrer-Elterngespräch. In: O. Zlatikin-Troitschanskaia (Hrsg.), Stationen Empirischer Bildungsforschung. Traditionslinien und Perspektiven (S. 412-426). Wiesbaden: VS. • Guli, L. A. (2005). Evidence-based parent consultation with school-related outcomes. School Psychology Quarterly, 20, 455-472. EARLI 2012| Bergen | Simone Bruder, Silke Hertel, Samuel Greiff & Bernhard Schmitz

  27. Bibliographical Reference • Hertel, S. (2009). Beratungskompetenz von Lehrern. Kompetenzdiagnostik, Kompetenzförderung und Kompetenzmodellierung [Teachers’ counseling competence. Assessment, fostering, and modeling of counseling competence]. Münster: Waxmann. • Hoover-Dempsey, K. V., Walker, J. M. T., Jones, K. P. & Reed, R. P. (2002). Teacher involving parents (TIP): Results of an in-service teacher education program for enhancing parental involvement. Teaching and Teacher Education, 18, 843-867 EARLI 2012| Bergen | Simone Bruder, Silke Hertel, Samuel Greiff & Bernhard Schmitz

  28. Bibliographical Reference • Kultusministerkonferenz (KMK). (2004). Standards für die Lehrerbildung: Bildungswissenschaften. Beschluss der Kultusministerkonferenz vom 16.12.2004. Retrieved from http://www.kmk.org/doc/beschl/standards_lehrerbildung.pdf • Kunter, M. & Klusmann, U. (2010). Kompetenzmessung bei Lehrkräften – Methodische Herausforderungen [Assessment of competence in teachers – Methodological challenges]. Unterrichtswissenschaften, 38 (1) [Instructional Science], 68-86. EARLI 2012| Bergen | Simone Bruder, Silke Hertel, Samuel Greiff & Bernhard Schmitz

  29. Bibliographical Reference • Kunter, M., Klusmann, U., Dubberke, T., Baumert, J., Blum, W., Brunner, M., Jordan, A., Krauss, S., Löwen, K., Neubrand, M., & Tsai, Y.-M. (2007). Linking aspects of teacher competence to their instruction: Results from the COACTIV project. In M. Prenzel (Ed.), Studies on the educational quality of schools: The final report on the DFG priority programme (pp. 39-59). Münster: Waxmann. • McLaughlin, C. (1999). Counselling in school. Looking back and looking forward. British Journal of Guidance and Counselling 27 (1), 13-23. EARLI 2012| Bergen | Simone Bruder, Silke Hertel, Samuel Greiff & Bernhard Schmitz

  30. Bibliographical Reference • Schnebel, S. (2007). Professionell Beraten: Beratungskompetenz in der Schule [Counseling professionally: counseling competencies in school]. Weinheim: Beltz. • West, J. F. & Cannon, G. S. (1988). Essential collaborative consultation competencies for regular and special educators. Journal of Learning Disabilities, 21 (1), 56–63. EARLI 2012| Bergen | Simone Bruder, Silke Hertel, Samuel Greiff & Bernhard Schmitz

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