Post on 22-Feb-2016
description
What Works in What Works in Schools:Schools:
Translating Research into Action
When Schools Account for 10% of Achievement Variance
Success Failure
Effective School
66% 34%
Ineffective School
34% 66%
When Schools Account for 20% of Achievement Variance
Success Failure
Effective School
72% 28%
Ineffective School
28% 72%
When Schools Account for 50% of Achievement Variance
Success Failure
Highly Effective School(top 1 percent)
85% 15%
Factors Influencing Achievement1. Guaranteed and Viable Curriculum
2. Challenging Goals and Effective Feedback
3. Parent and Community Involvement
4. Safe and Orderly Environment
5. Collegiality and Professionalism
6. Instructional Strategies 7. Classroom Management8. Classroom Curriculum Design
School
Teacher
Student
9. Home Environment
10. Learning Intelligence/ Background Knowledge
11 Motivation
Factors Influencing Achievement
School
Teacher
Student
1. Guaranteed and Viable Curriculum
2. Challenging Goals and Effective Feedback
3. Parent and Community Involvement
4. Safe and Orderly Environment
5. Collegiality and Professionalism
6. Instructional Strategies 7. Classroom Management8. Classroom Curriculum Design
9. Home Environment
10. Learning Intelligence/ Background Knowledge
11 Motivation
Leadership
Leadership
Leadership
Lead
ersh
ip
The average correlation betweenprincipal leadership behavior and
school achievement is.25
which means….
The average correlation betweenprincipal leadership behavior and
school achievement is.25
which means….
a one standard deviation increase inprincipal leadership is associated
(in a predictive sense)with
a 10 percentile point gain in schoolachievement.
Power and Sample SizeCorrelation Sample Size
.10 380
.20 100
.30 30
.40 22
.50 14
The Test Statistic (1.64)Study Test Statistic
A +1.04
B +1.64
C -2.33
D +3.09
A,B,C,D +1.72
Rosenthal (1969)
• 94 studies• Average value of test statistic=1.014• Combined value = 9.83• Failsafe N= 3,263
Range of findings
r
High .50
Average .25
Low -.01
Factors Mediating Leadership Behavior
Focus of the change
and
Order of the change
Factors Influencing Achievement1. Guaranteed and Viable Curriculum
2. Challenging Goals and Effective Feedback
3. Parent and Community Involvement
4. Safe and Orderly Environment
5. Collegiality and Professionalism
6. Instructional Strategies 7. Classroom Management8. Classroom Curriculum Design
School
Teacher
Student
9. Home Environment
10. Learning Intelligence/ Background Knowledge
11 Motivation
29 CSR ModelsBorman et al (2003)
• Personnel costs: $13K ($0 to $208K)
• Non-personnel costs: $72K ($15K to $780K)
Variability of Effect Sizes
• Average: d= .15• Range: -2.13 to +7.83• 35% of effect sizes were below zero
Factors Mediating Leadership Behavior
Focus of the change
and
Order of the change
Leadership for Incremental Change
• Emphasize relationships• Establish strong lines of communication• Be an advocate for the school• Provide resources• Maintain visibility• Protect teachers from distractions• Create culture of collaboration• Look for and celebrate successes
Leadership for Second Order Change
• Shake up the status quo• Hold everyone’s feet to the fire• Propose new ideas• Operate from strong beliefs• Tolerate ambiguity and dissent• Talk research and theory• Create explicit goals for change• Define success in terms of goals
1. Guaranteed and Viable Curriculum
2. Challenging Goals and Effective Feedback
3. Parent and Community Involvement
4. Safe and Orderly Environment
5. Collegiality and Professionalism
Factors Influencing Achievement
School
Factors Influencing Achievement
1.Guaranteed and Viable Curriculum
2.Challenging Goals and Effective Feedback
3.Parent and Community Involvement
4.Safe and Orderly Environment
5.Collegiality and Professionalism
1.Guaranteed and
Viable Curriculum
School
If you wanted to teach all of the standards in the national documents, you would have to change
schooling from K-12 to K-22 .
• 255 standards across 14 subject areas• 3,500 benchmarks• 13,000 hours of class time available• 9,000 hours of instruction available• 15,500 hours of instruction needed to
cover the 3,500 benchmarks
Factors Influencing Achievement
1.Guaranteed and Viable Curriculum
2.Challenging Goals and Effective Feedback
3.Parent and Community Involvement
4.Safe and Orderly Environment
5.Collegiality and Professionalism
2.Challenging Goals and
Effective Feedback
School
FIGURE 1.1Percentage of Teachers Reporting Use ofEffort, Behavior, Cooperation, and Attendance in Determining GradesGrade LevelEffortBehaviorCooperationAttendanceK (n = 79)31%7%4%8%1–3 (n = 110)29%8%4%8%4– 6 (n = 158)30%8%8%10%7–9 (n = 142)36%10%8%18%10–12 (n = 151)36%14%9%24%Source: Marzano (1995b). Copyright © 1995 by McREL Institute. Reprinted with permission.
1.Guaranteed and Viable Curriculum
2.Challenging Goals and Effective Feedback
3.Parent and Community Involvement
4.Safe and Orderly Environment
5.Collegiality and Professionalism
Factors Influencing Achievement
3. Parent and Community
Involvement
School
1.Guaranteed and Viable Curriculum
2.Challenging Goals and Effective Feedback
3.Parent and Community Involvement
4.Safe and Orderly Environment
5.Collegiality and Professionalism
Factors Influencing Achievement
4. Safe and Orderly
Environment
School
1.Guaranteed and Viable Curriculum
2.Challenging Goals and Effective Feedback
3.Parent and Community Involvement
4.Safe and Orderly Environment
5.Collegiality and Professionalism
Factors Influencing Achievement
5. Collegiality and Professionalism
School
1. Guaranteed and Viable Curriculum
2. Challenging Goals and Effective Feedback
3. Parent and Community Involvement
4. Safe and Orderly Environment
5. Collegiality and Professionalism
Factors Influencing Achievement
School
Factors Influencing Achievement
6. Instructional Strategies
7. Classroom Management
8. Classroom Curriculum Design
Teacher
Z ScoreEntering
Z ScoreLeaving
Average School/Average Teacher
0 0
Z ScoreEntering
Z ScoreLeaving
Average School/Average Teacher
0 0Highly Ineffective School/Highly Ineffective Teacher
0 -1.75
Z ScoreEntering
Z ScoreLeaving
Average School/Average Teacher
0 0Highly Ineffective School/Highly Ineffective Teacher
0 -1.75
Highly Effective School/Highly Ineffective Teacher
0 -.35
Z ScoreEntering
Z ScoreLeaving
Average School/Average Teacher
0 0Highly Ineffective School/Highly Ineffective Teacher
0 -1.75
Highly Effective School/Highly Ineffective Teacher
0 -.35
Highly Ineffective School/Highly Effective Teacher
0 .35
Z ScoreEntering
Z ScoreLeaving
Average School/Average Teacher
0 0Highly Ineffective School/Highly Ineffective Teacher
0 -1.75
Highly Effective School/Highly Ineffective Teacher
0 -.35
Highly Ineffective School/Highly Effective Teacher
0 .35
Highly Effective School/Highly Effective Teacher
0 1.75
Z ScoreEntering
Z Score Leaving
Average School/Average Teacher
0 0Highly Ineffective School/Highly Ineffective Teacher
0 -1.75
Highly Effective School/Highly Ineffective Teacher
0 -.35
Highly Ineffective School/Highly Effective Teacher
0 .35
Highly Effective School/Highly Effective Teacher
0 1.75
Highly Effective School/Average Teacher
0 .80
Factors Influencing Achievement
6. Instructional Strategies 7. Classroom Management
8. Classroom Curriculum Design
Teacher
6. Instructional Strategies
Identifying similarities and differences
Summarizing and note taking
Reinforcing effort and providing recognition
Homework and practice
Nonlinguistic Representations
Cooperative Learning
Setting Objectives and Providing Feedback
Generating and Testing Hypotheses
Cues, Questions, and Advance Organizers
Factors Influencing Achievement
6. Instructional Strategies 7. Classroom Management
8. Classroom Curriculum Design
Teacher
7. Classroom Management
7. Classroom Management
Classroom management is defined as teachers’ actions related to
i. Establishing and enforcing rules and procedures ES = -.76,P28
ii. Carrying out disciplinary actions ES =-.91,P32
iv. Maintaining an appropriate mental set ES= -1.29,P40
iii. Maintaining effective teacher-student relationships, and ES=-.87,P31
7. Classroom Management
ii. Carrying out disciplinary actions
Effect Sizes for Disciplinary Interventions
Reinforcement -.86
Punishment -.78
No immediate consequence -.64
Punishment and reinforcement -.97
7. Classroom Management
iii. Maintaining effective teacher-student relationships
<<<<<<<<<<<<<<<<<<>>>>>>>>>>>>>>>>>>>High Dominance High SubmissionClarity of purpose, Lack of clarity, strong guidance purpose, or direction
<<<<<<<<<<<<<<<<<<>>>>>>>>>>>>>>>>>>>High Cooperation High OppositionConcern for needs Active antagonism, of others, team member thwart others’ goals
Mental Set
FINAL FOLIOS SEEM TO RESULT FROM YEARSOF DUTIFUL STUDY OF TEXTS ALONG WITH
YEARS OF SCIENTIFIC EXPERIENCE.
FINAL FOLIOS SEEM TO RESULT FROM YEARS
OF DUTIFUL STUDY OF TEXTS ALONG WITH
YEARS OF SCIENTIFIC EXPERIENCE.
7. Classroom Management
iv. Maintaining an appropriate mental set
Mental set =
i. “withitness”- the disposition of the teacher to quickly and accurately identify problem behavior and act on it.”
ii. emotional objectivity—“…implementing and enforcing rules and procedures…without interpreting violations…as a personal attack.”
Student Responsibility
a) All strategies ES= -.69, P25
b) Cognitively based ES= -.78, P28
c) Self-monitoring ES= -.50, P23
Factors Influencing Achievement
6. Instructional Strategies 7. Classroom Management
8. Classroom Curriculum Design
Teacher
8. Classroom Curriculum Design
Question One: What is the essential idea or concept and how will its importance be communicated
Question Two: What are the specific learning goals for the unit and how will they be communicated to students?
Question Three: What will be done to help students begin thinking about the new content?
Question Four: What are the major activities that will be used to introduce new content to students and how will they be approached?
• Have students read
• Have students listen
• Have students observe or view
• Have students do
Read X
Listen X
Observe/ViewDo
NAR EXP
Read X X
Listen X X
Observe/View
X X
Do X X
NAR EXP
Question Five: During major activities, what will be done to help students process, encode and construct meaning for new content?
• Linguistic
• Non-linguistic
Question Six: What will be done to help students practice and revise the new content?
Question Seven: What will be done to help students apply new content?• compare and contrast content• classify content• create metaphors with content• create analogies with content• solve problems regarding content• make decisions regarding content• engage in investigations regarding content• engage in experimental inquiry regarding content• engage in systems analysis regarding content• invent things regarding content
Question Eight: How will grouping of students be used?
• Use informal groups
• Use formal groups
• Use base groups
Question Nine: During the unit and at the end of the unit, how will feedback be provided to students as to their status and progress?
Question Ten: During the unit and at the end of the unit, how will success be celebrated and how will effort be recognized and encouraged?
• Celebrate legitimate success
• Systematically recognize and encourage effort
For which of the teacher-level factors is your school or district in most need of attention and resources?
a) Effective instructional strategies
b) Effective classroom management
c) Effective models of instructional planning
Factors Influencing Achievement
9. Home Environment
10. Learned Intelligence/ Background Knowledge
11. Motivation
Student
Factors Influencing Achievement
Student
9. Home Environment
10. Learned Intelligence/ Background Knowledge
11. Motivation
9. Home Environment
9. Home Environment
Socio-Economic Indicators % of Variance Explained
Income Only 10%Education Only 3%Occupation Only 4%Home Atmosphere Only 33%
Factors Influencing Achievement
Student
9. Home Environment
10. Learned Intelligence/ Background Knowledge
11. Motivation
10. Learned Intelligence/ Background Knowledge
Factors Influencing Achievement
Student
9. Home Environment
10. Learned Intelligence/ Background Knowledge
11. Motivation
11. Motivation