Teacher-LeadersTeacher-Leaders BEING ALL YOU CAN BE.
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Transcript of Teacher-LeadersTeacher-Leaders BEING ALL YOU CAN BE.
Teacher-LeadersTeacher-LeadersTeacher-LeadersTeacher-LeadersBEING ALL YOU CAN BEBEING ALL YOU CAN BE
Keller’s ARCS of TRIUMPH
•Attention – arouse & sustain•Relevance to learner’s needs•Confidence-capable of success•Satisfaction – proud of what they do
Changes will ALWAYS need to be Made!
Teacher-Leaders ARE •“Change Agents”•Creating New Knowledge
together Builds Relationships•There is a Moral Imperative to
help the entire organization grow
Teacher-Leaders
•Grow in a Community of Professional Learners
•If need be they Change the Context easier to change behavior
Teacher-Leaders…•Establish a Mutual Vision –
High Expectations for All•Use Disciplined Inquiry in
Data-driven Decision-making•Have Moral Purpose—do the
right thing & want to make a difference
Teacher-Leaders•Understand the Responsibility to Collaborate with other Teacher-Leaders Team Players
When Things Need to Change…
•“A great many people think they are thinking when they are merely rearranging their prejudices.”
William James
When Things Need to Change…
•“Life is change. Growth is optional. Choose wisely.”
Karen Kaiser Clark
When Things Need to Change…
•“I can’t understand why people are frightened of new ideas. I’m afraid of the old ones.”
John Cage
When Things Need to Change…
•“All progress is precarious, one solution to a problem brings us face to face with another problem”
Martin Luther King, Jr.
When Things Need to Change…
•“It isn’t that they can’t see the solution. It is that they can’t see the problem.”
G.K.Chesterton
When Things Need to Change…
•“I never give them hell. I just tell the truth and they think its hell.”
Harry S. Truman
When Things Need to Change…
•“Example is not the main thing in influencing others, it’s the only thing.”
Albert Schweitzer
When Things Need to Change…
•“I not only use all the brains I have, but all I can borrow.”
Woodrow Wilson
When Things Need to Change…
•“You can’t jump a twenty-foot chasm in two ten-foot leaps.”
American Proverb
Scientific Based Scientific Based Research:Research:
Doing What WorksDoing What Works
Scientific Based Scientific Based Research:Research:
Doing What WorksDoing What Works
Wendy Russell and Emily Wendy Russell and Emily CrandallCrandall
Region III Comprehensive CenterRegion III Comprehensive Center
May 8, 2003May 8, 2003
Today’s Outcomes•To raise awareness of the importance and relevance of research for student achievement
Necessary Skills
•To develop skills in research to identify what works.– Define Scientific-Based Research
(SBR)– Assess research quality– Use research in your decision making
NCLB Shifts Emphasis•The push towards scientifically-
based research is the federal
government’s most visible
effort to shift education
practice in a different direction.
Why SBR?
•Schools have largely based their practice on “tradition, superstition, professional wisdom, and anecdotal stories.”
•Too much money has been invested in education and wasted in programs that do not get the intended results.– Valerie Reyna, Deputy Director
Office of Educational Research and Improvement
Primary Goal of SBR•Ensure that programs have been proven effective and are more likely to benefit students when used.
NCLB Legislation Goals
•One hundred percent proficiency for ALL students in 12 years.
•The method for achieving this goal is data-driven decision-making and transforming education into an evidence-based profession that utilizes SBR.
NCLB Defines Scientific Inquiry
•Use scientific method with an emphasis on experimental control (or comparison) groups
•Replication of results, using multiple studies by different investigatorsWhat makes research scientific is not the motive for carrying it out, but the manner in which it is carried out.
Before you Request a PO
•Know Your Research!•http://www.arp.sprnet.org/default/admin/FORMS/materials_requested.htm
•Ability to generalize results from one sample to others in the general population
•Fulfillment of rigorous standards with an emphasis on peer review (Peer Reviewed Journals)
•Convergence (or consistency) of results between studies.
Research 101• Two types of research
1. Collecting numbers – quantitative2. Collecting observations – qualitative
• Three purposes for research1. To assess the implementation and
replicability of the reform practice or program.
2. To test a theory behind a practice or program.
3. To measure impact, effectiveness of the practice or program.
Different Research Designs for Different Purposes
• Implementation and replicability–Type – Quantitative or Qualitative
• Theoretical Base–Type -- Quantitative or Qualitative
• Evidence of Effectiveness–Type -- Quantitative
Implementation and Replicability
• Asks:–How was practice or program implemented?
– In what setting?–Under what conditions?
Theoretical Base•Asks:
–What is the theory behind this practice or program?
–What are the theory’s guiding principles?
–What does the theory explain?
Evidence of Effectiveness
•Is there evidence showing that this practice or program improves student achievement?
•Really, the only method approved by NCLB --Core of SBR
Hierarchy of Evidence
Case Studies
Correlational studywithout statistical controls
Correlational studywith statistical controls
Quasi-experimental
RandomizedTrial
Valerie Reyna, OERI
Systematic Rigorous Methodology
• Gold Standard– Random Assignment (Experimental)
• Silver Standard– Control Group-Non Random (Quasi-
experimental)• Bronze Standard
– Case Study• Lead Standard
– Testimonial, opinion, Intuition, Small sample, Selective criteria
Scientifically Based Research:
Gold Standard•Experimental study
– Research Type – Quantitative
•Determines potential between practice or program and student achievement
•Controls all of the following:– Environment– Intervention (practice or program)– Subject selection (random
sampling)•Shows change in outcome as
a result of treatment
Promising Research:Silver Standard
•Quasi-experimental study–When it is not possible to control for at least one of the three elements of experimental design: • Environment• Intervention• Assignment to experimental or control groups
–Cannot determine causality
Bronze StandardSupplemental Research•Reports the way things are
•Includes both quantitative and qualitative data
• Descriptive – data summarized and simplified.
• Effects on student achievement cannot be attributed directly to the intervention.
• Hey! But this is More Fun to Read!
Bronze StandardSupplemental
Research
Whose Research Findings Should I Use?
•Findings/Conclusions Based on:–Multiple studies
– Independent studies
–Peer Reviewed
–Published
–Strong criteria for SBR
Available Evidence
Bronze70%
Silver25%
Gold5%
Become a savvy consumer of research. Only 5% or less of available research evidence is at Gold SBR Standard
Quality and Quantity Challenge
•Where you go to find research is important.
•Debate, discussion and the review process are important.
Peer Reviewed Journals Not Joe Bob’s Blog
• Find quality of works while using the research currently available.
• Context matters.• Need for accumulation of
studies in order to establish scientific certainty.
Components of all Research Studies
•Abstract•Objective (problem/purpose)•Research
procedure/methodology•Findings•Discussion Section•Conclusion
Professional Wisdom
“…school leaders will need to rely on the best available empirical evidence and some degree of professional judgment in creating their programs.”
CSR Program Guidelines
Using Professional Judgment
• Being a critical consumer• Examining research to determine
whether it is relevant to your context.• Synthesizing findings across studies• Incorporating the evidence into the
decision-making process.
Research-Based Decision Process
•Step One: Gather relevant, quality research– Identify research that is:
• Of high quality• Current (within 5 years• Focused on your interest• Researched in schools/programs like yours
–Make sure search is extensive to capture all evidence and analysis
Research-Based Decision Process
•Step Two: Interpret Research for your Context
•Synthesize findings gathered•Revisit needs•Revisit and refine focus questions•Narrow the range of possible
solutions/interventions•Make a judgment of the effectiveness of an
intervention from the studies.
Research-Based Decision Process
•Step Three: Make your case–Make links between
•Identified needs•Programs and practices that can address
these needs directly•Evidence from the highest quality research
available to support the effectiveness of these interventions on student achievement.
More informationNational Clearinghouse for Comprehensive School Reform
www.goodschools.gwu.eduWhat Works Clearinghousew-w-c.org e-mail updates: [email protected]