Reaching Every Student with an Excellent Teacher Presentation to Project L.I.F.T. October 7, 2011.
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Transcript of Reaching Every Student with an Excellent Teacher Presentation to Project L.I.F.T. October 7, 2011.
Reaching Every Student with an Excellent Teacher
Presentation to Project L.I.F.T.October 7, 2011
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The top 25 percent of U.S. teachers—more than 800,000 of them—already achieve results that would enable all of our children to
meet and exceed standards
Excellent teachers (the top 20–25 percent) help students make approximately three times (3X) the progress of students who are
assigned to teachers in the bottom 20–25 percent
These “3X” teachers achieve an average of about 1.5 years of student learning growth annually
Fall 2011
Today’s Excellent Teachers
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Start 1 year behind… Catch up after 2 years of excellent teachers
Fall 2011
Consistent Excellence Makes the Difference
Start 2 years behind… Catch up after 4 years of excellent teachers
Start on grade level… Leap ahead like “gifted” peers, with excellent teachers
Catch up from behind…
Leap ahead like “gifted” peers, with excellent teachers
Students who…
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In contrast, when children have solid teachers who achieve a year’s worth of growth per year…
Fall 2011
Impact of “Solid” vs. “Excellent” Teachers
Most students who enter behind… Stay behind
Most students who enter on track… Stay in middle
Most students who enter ahead… Stay ahead
Overall, U.S. students end up where they started out in life—the antithesis of the American Dream.
5Fall 2011
Our Challenge
If only 20-25% of teachers produce gap-closing, bar-raising progress…
…only 20-25 % of students make gap-closing, bar-raising
progress.
We can move this number, but
probably not past 40%.
We HAVE TO move this number!
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Not by just cramming all the students into their classrooms, but by:
• Redesigning jobs, roles, and schedules• Using technology
You COULD put your already excellent teachers in charge of the learning of every
student in your school…..
Fall 2011
What If ….
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We call this “extending the reach” of excellent teachers to more students.
Fall 2011
Reaching Many More Students
In-Person Reach Extension
Remote Reach Extension
Boundless Reach Extension Combinations
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Changes instructional roles and how schools are organized to leverage limited numbers of excellent teachers, keeping the best in classrooms
For example:• Allow excellent elementary teachers to specialize and reach 2
to 4 times as many children• Choose excellent teachers with managerial skills to lead
multiple classrooms in which other teachers use their methods and standards
• Allow top teachers to shift more children into their classrooms so they reach more students, while peers have smaller classes
Fall 2011
Reach Extension: In-Person
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Uses technology to enable excellent teachers to engage directly (though not in person) with students, bringing excellent teaching even to places where excellent teachers are in very short supply
For example:• Use video-conferencing and other interactive technology to
enable a few excellent middle school math teachers to reach students at multiple schools
Fall 2011
Reach Extension: Remote
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Uses video of excellent teachers or software that uses their instructional practices to reach a potentially unlimited number of students with excellent teaching
For example:• Use video recordings of teachers who are content masters
and engaging performers• Use smart software designed to mimic the way excellent
instructors ascertain and respond to each child’s level of skill and knowledge
Fall 2011
Reach Extension: Boundless
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Combines reach extension methods to deliver excellent instruction and make better use of excellent teachers’ time
For example:• Time-technology swaps: Use digital instruction to
replace a portion of excellent, in-person teachers’ instructional time . . .
• . . . enabling fewer, better in-person teachers to reach more students with personalized and enriched instruction.
Fall 2011
Reach Extension: Combinations
12Fall 2011
The Goal: Excellent Teachers For All
• All models have one aim: Putting an excellent teacher—one who produces high-growth learning—in charge of every child’s instruction.• At the same time, most models create new,
focused roles for solid teachers in which they can contribute to excellence while developing their own capacity.
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With funding from Carnegie Corporation of NY, Gates Foundation, and Joyce Foundation:• Create & publish starting “models” of how schools
can reach all students with excellent teachers • Create and publish detailed tools for some models
(schedules, job descriptions, budgets)• Identify five partner-sites who make a strong
commitment to reaching all with excellence
Fall 2011
Opportunity Culture Initiative
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• Reach more children successfully with excellent teachers.
• Pay excellent teachers more for reaching more children successfully.
• Achieve permanent financial sustainability within budgets from per-pupil funding.
• Include roles for other educators that enable them to learn and contribute to excellence.
• Clarify the fully accountable adult for each student/subject, and what people, technology and other resources (s)he can choose and manage.
Fall 2011
Partner Site Commitments
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• Strong leadership from the top of the organization
• Committed external funders / supporters• Committed school principals• Ability to clear any policy barriers that keep
excellent teachers from reaching students• Dedication of staff and/or consultants to
support and coordinate design & implementation
Fall 2011
Creating the Conditions
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Discussion• Clarifying questions?• What models sound promising and helpful in
your schools?• What would you need as school leaders to put
these concepts into action?
Fall 2011
17Fall 2011
Resources
Hassel, B. C., & Hassel, E. A. (2011). Seizing opportunity at the top: How the U.S. can give every child an excellent teacher. Chapel Hill, NC: Public Impact. http://opportunityculture.org/seizing-opportunity-at-the-top
Hassel, B. C., & Hassel, E. A. (2010). Opportunity at the top: How America’s best teachers could close the gaps, raise the bar, and keep our nation great. Chapel Hill, NC: Public Impact. http://opportunityculture.org/images/stories/opportunity_at_the_top-public_impact.pdf
Hassel, E. A., & Hassel, B. C. (2009). 3X for all: Extending the reach of education’s best. Chapel Hill, NC: Public Impact. http://opportunityculture.org/images/stories/3x_for_all-public_impact.pdf
Weisberg, D., Sexton, S., Mulhern, J., & Keeling, D. (2009). The widget effect: Our national failure to acknowledge and act on differences in teacher effectiveness. New York: The New Teacher Project. http://widgeteffect.org/
McKinsey & Company (2009). The economic impact of the achievement gap in America’s schools. http://www.mckinsey.com/app_media/images/page_images/offices/socialsector/pdf/achievement_gap_report.pdf
See complete references in Seizing Opportunity at the Top, at opportunityculture.org.
www.publicimpact.com