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Making a Difference! What Effective Teachers Do to Support At-risk/Highly Mobile Students

Making a Difference! What Effective Teachers Do to Support At-risk/Highly Mobile Students. Patricia A. Popp, Ph.D. The College of William and Mary “Making It Possible: Whatever It Takes!” Idaho Statewide Title I Conference April 8 - 10, 2013. What is the significance? Today’s Context.

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Making a Difference! What Effective Teachers Do to Support At-risk/Highly Mobile Students

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  1. Making a Difference!What Effective Teachers Do to Support At-risk/Highly Mobile Students Patricia A. Popp, Ph.D. The College of William and Mary “Making It Possible: Whatever It Takes!” Idaho Statewide Title I Conference April 8 - 10, 2013

  2. What is the significance?Today’s Context • Moving from Access to Academics • Addressing the Achievement Gap • Addressing Unique Instructional Challenges • Focusing on Importance of Teachers

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

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

  5. 5th Grade Reading: Predicted vs. Actual

  6. Teacher Effectiveness Indices: Reading

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

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

  9. 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)

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

  11. 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/.

  12. 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

  13. Research Study Essential Question: What do award-winning teachers of at-risk and/or highly mobile students do that makes them effective?

  14. Method • Case Studies of six award-winning teachers in the US • 2-hour observation of teaching • Interview of beliefs about teaching and teaching practices

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

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

  17. 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

  18. 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

  19. 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

  20. Interview Results: Proportion of Comments Related to Category

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

  22. Metaphors for Teaching Teacher Voices Teaching students who are at-risk/highly-mobile is like …

  23. … a Roller Coaster Ride There are incredible highs and incredible lows, but eventually you reach your destination if you just hang on. If you don’t mind being on a roller coaster, it’s the thrill of a lifetime. -- Tanya

  24. Research Team Xianxuan XuThe College of William & Maryxxu@email.wm.eduJames H. StrongeThe College of William & Maryjhstro@wm.eduWebsite: jhstro.people.wm.edu Leslie W. GrantThe College of William and Mary lwgran@wm.eduPatricia PoppThe College of William and Mary757.221.7776pxpopp@wm.edu

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