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Developing and Retaining Effective Teachers and Principals

November 2010

REVISED February 2012

Harry K. Wong, Ed.D. and Rosemary T. Wong, Ed.D.

Permission is given to duplicate and share this document for the sole purpose of developing effective teachers and principals and improving the learning and achievement of students.

Developing and Retaining Effective Teachers and Principals

▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪

Harry K. Wong, Ed.D. Rosemary T. Wong, Ed.D.

November 2010 Revised February 2012 Therhetoricineducationiscurrentlyrampantaboutperformanceandevaluation.Performanceandevaluationareinherentintheprofession.But,foraprofessionwhereteachingisthemediumofthebusiness,littletimeisspentteachingteachersandprincipalshowtoperformeffectivelysotheycanperformandbeevaluatedwell.Thesinglegreatesteffectonstudentachievementistheeffectivenessoftheteacher.Anditistheeffectivenessofthebuildingprincipalthatmakesadifferenceintheschool.Childrendeservenothinglessthananeffectiveteacherandaneffectiveprincipaleachdayoftheirschoollives.

www.EffectiveTeaching.com

Developing and Retaining Effective Teachers and Principals Contents

Executive Summary

The Three Characteristics of Effective Teachers

Assessment and Data

The Only Strategy for Improving Teacher Effectiveness

What Keeps Effective Teachers

1

1

1

2

2

What Is Effectiveness and Why?

So, What in the World Is the Problem?

The Case for Building Effective Teachers

The Answer Is Good Instruction

If You Cannot Define It, You Cannot Implement It

If You Can Measure It, You Can Implement It

Certified, Qualified, and Effective

3

3

4

5

6

7

7

The Three Characteristics of Effective Teachers 8

The Research on Effective Teachers Begin with the Average Teacher Teachers, Not Programs

101112

Teachers: Our Greatest Asset The Greatest Asset of a School

1314

Effective Professional Development Six Characteristics of an Effective Professional Development Program The Mother of All Professional Development Programs

151516

Effective New Teacher Induction Mentoring Is Not Induction Coaches Have Responsibilities Examples of Effective Induction Programs

17181920

Effective Collaboration Teachers Learn Best from Collaboration What Keeps Good Teachers

222223

The Five‐Step Plan for Developing Effective Teachers and Principals 24

Education Is a People Business 26

Selected References 26

About the Authors 27

ef▪fec’▪tive:havinganeffect;

producinganintendedresult

ef▪fec’▪tive▪ness:

theabilitytoproducestudentlearning,growth,andachievement

1 Harry K. Wong and Rosemary T. Wong

Executive Summary Thesinglelargestfactorinimprovingtheeducationaloutcomeofastudentistheeffectivenessofthatstudent’steacherintheclassroomandthatstudent’sprincipalintheschool.Thus,thepriorityinaschoolshouldbetotrain,create,andretainacultureofeffectiveteachersandprincipals.Ifhavingeffectiveteachersandprincipalsissoobvious,thenwhatistheproblem?Thefactisthatforthepast75yearseducatorshavebeenjumpingfromonefadorideologytoanother,recyclingthesameprogramsdecadeafterdecade,avoidingtheonefactorthatwillproduceeffectiveteachersandadministrators—trainingandretainingThekeywordis“effective.”Effectiveisdefinedasproducingaresult.Verysimply,aneffectiveteacherandprincipalcanproducestudentlearning,growth,andachievement.Theresultcanbemeasured,eitherqualitativelyorquantitatively.

The Three Characteristics of Effective Teachers Over30yearsofresearchhaveidentifiedthethreecharacteristicsofeffectiveteachersandschoolleadershaveusedthesecharacteristicstoshowhowateachercanimprovestudentlearning.Thesearethethreemostimportantcharacteristicsofeffectiveteachers:

1. TheyareextremelygoodCLASSROOMMANAGERS.2. TheyknowhowtoteachalessonforstudentLEARNINGandMASTERY.3. TheyhavePOSITIVEEXPECTATIONSforstudentsuccess.

Adistrictcanusethethreecharacteristicsofeffectiveteacherstoformtheframeworkofaneffectiveprofessionaldevelopmentprogramtotrainteacherstobeeffective.

Assessment and Data Frameworks,assessment,anddatawillnotimprovestudentlearningandachievement.Allframeworks,assessment,anddatadoisinform.Thecurrentbeliefthatassessmentdatawillscareeducatorsintobecomingmoreeffectiveisill‐informedandincorrect.Itiseffectiveteachingthatwilldrivethedata;thedatawillnotdrivetheteacher.Thedistrict’sresponsibilityistohaveacomprehensiveandcoherentprofessionaldevelopmentplantoteachteachersandprincipalshowtousethedata.Howaschooldistricttrainsitsteachersandprincipalstobeeffectiveiswhatwilldriveassessmentanddatatogreaterheights.

Developing and Retaining Effective Teachers and Principals 2

The Only Strategy for Improving Teacher Effectiveness Professionaldevelopmentistheonlystrategyschooldistrictshavetostrengthentheeffectivenessoftheirteachersandprincipals.Professionaldevelopmentisalsotheonlywayteachersandprincipalscanlearnsothattheyareabletoimprovetheireffectiveness.Effectiveschooldistrictshaveacarefullythoughtoutprofessionaldevelopmentprogramthatiscomprehensive,coherent,andsustained.Theprofessionaldevelopmentprogrambeginswithnewteacherinductionwherenewteachersareacculturatedtotheresponsibilities,missions,academicstandards,andvisionofthedistrict.Inductionisanorganized,sustainedprogramstructuredbyaschoolordistricttodevelopeffectiveteachers.Todaythebestdistrictshavecoaches,notmentors,aspartoftheirinductionprogram.Thecoachesmeetwiththeprincipalonaregularbasistoassesstheprogressofeveryteacherandstudent.

What Keeps Effective Teachers Collaborationisthemosteffectivewayforteacherstolearn.Teacherslearnmoreinsustainedteachernetworksandstudygroupsthanwithindividualmentors.Inhighperformingschools,teachersaremorelikelytoworkinacollegialapproachtodecision‐makingandarewillingtosharewithoneanothertheneededknowledgeandskillstohelptheirstudentsreachhighacademicstandards.Theeraofisolatedteachingisover.Goodteachingthrivesinacollaborativelearningenvironmentcreatedbyteachersandschoolleadersworkingtogethertoimprovelearninginstrongprofessionallearningcommunities.

Whatkeepseffectiveteachersisastructured,focused,andsustainedprofessionaldevelopmentprogramthatallowsnewteacherstoobserveothers,tobeobservedbyothers,andtobepartofnetworksorstudygroupswhereallteacherssharetogether,growtogether,andlearntorespecteachother'swork.Effectiveschooldistrictstrainandnurtureallteacherstoreachgreatheights.Everymomentofeachdayisanopportunityforteacherstogrowandlearnandreachthetopoftheirprofession.Effectiveteachersandprincipals—childrendeservenothingless.


The single greatest effect on

student achievement is

the effectiveness of the teacher.

What Is Effectiveness and Why?

ef•fec’•tive:Effectiveisdefinedashavinganeffect;

producinganintendedresultStudentscometoschoolforonemajorreason,tolearn.Iftheydonotlearn,theydropouttothetuneof1.3millioneachyear.Teachersandprincipalscometoschoolforonemajorreason,toteach.Iftheydonotteachsuccessfully,theyquitwith50percentofnewteachersleavingwithinfiveyears.Teachersandprincipalswhobecomeeffectivearetheoneswhostay.Theyaretheoneswhocanshowthatlearningresultshavebeenproduced,justasasalespersoncanshowsalesresultsandabaseballplayercanshowbattingresults.Sohowdowedevelopandretainteacherssothattheywillstayandmakeadifferenceinthelivesofyoungpeople?Teachersandprincipalscanbetaughthowtobeeffective.Thetwofactorsthatleadtoschooleffectivenessare aprincipalwithinstructionalleadershipand astaffthatworkscollaboratively.

So, What in the World Is the Problem?Thereisabsolutelynoreasonwhyweshouldnotbeabletodevelopandretaineffectiveteachersandprincipals.Everyone—parents,children,businesspeople,politicians—allwanteffectiveteachersandprincipals.Eventheresearchsupportsthatthesinglegreatesteffectonstudentachievementistheeffectivenessoftheteacher.JohnGoodladstudied40yearsofeducationalinnovationswhilehewasatUCLA.Hedidnotfindasingleinnovationthatsubstantiallyincreasedstudentachievement.Hediscoveredthattheonlyfactorthatsubstantiallyincreasesstudentachievementistheeffectivenessofadedicatedteacher.:Iftheconceptofhavingeffectiveteachersandprincipalsinaschoolissoobvious,thenwhatistheproblem?Insteadoftrainingteachershowtobecomeeffective,schoolleadersandpolicymakershavespentthepast75yearsjumpingfromonefadorideologytoanother,recyclingthesameprogramsdecadeafterdecade,avoidingtheonefactorthatwillproduceeffectiveteachersandadministrators—trainingandretaining.


The Case for Building Effective Teachers In1991RonFerguson,seniorlectureronEducationandPublicPolicyattheHarvardGraduateSchoolofEducation,reported,“Alargescalestudyfoundthateveryadditionaldollarspentonraisingteacherqualitynettedgreaterstudentachievementgainsthandidanyotheruseofschoolresources.”Todemonstratehowresearchhasbeenignored,in1993WalterAnnenberggave$500milliontowardseducationreformtothelargesturbanschoolsystems.KnownastheAnnenbergChallenge,thegoalwastopositivelyinfluencestudentlearning. Bostontriedwhole‐schoolchange. Chicagotriedsmalllearningcommunities. Houstontriedclasssizereduction. LosAngelestriedimprovingliteracy. NewYorktriedcreatingsmallschoolsofchoice. Philadelphiatriedcitywidelearningstandards.

In1998,afterspending$500million,theAnnenbergFoundationreported:

Theonlyfactorthatpositivelyimpactedstudentachievementwaswhenmoneywasinvestedinprovidingteacherswithsustainedopportunitiestoimprovetheirclassroomskills.

Furtherignoringtheresearch,in2002theGatesFoundationspent$2billiontocreatesmallerhighschools.Themoneycausedschoolpeopletobecomesocaughtupintinkeringwiththesmallschools'structuretogetittoworkthattheydidn'tpayenoughattentiontotheeffectivenessofteaching.In2009BillGatesadmitted,“Manyofthesmallschoolsthatweinvestedindidnotimprovestudents’achievementinanysignificantway.”Andnow,theRacetotheTop(RTT)mandatewillspend$4.35billiononimprovingteacherandprincipaleffectiveness.However,noneofthesefundshaveyettobeseeninanyschoolbuildingorclassroomtoimprovetheeffectivenessofteachersandprincipals,because95percentofthemoneyhasbeenorwillbespentoncreatingmonstrous,multi‐page,government‐lookingassessmentrubricsdesignedtoevaluateteachersandprincipals.Fordecades,thelitanyoffixesfortryingtoimprovestudentlearninghasbeenflavor‐of‐the‐monthfadssuchasblockscheduling,outcome‐basedinstruction,looping,constructivism,fullinclusion,single‐genderschools,longerschooldaysoryear,and


Programs cannot replace

an ineffective teacher.

A trained, effective teacher

will enhance the quality of any program.

“The effect of increases in teacher quality

swamps the impact of any other

educational investment, such as reductions

in class size.” – Goldhaber (2009)

interdisciplinaryinstruction.Theseareisolatedpropositionsthatdonotspeaktotheoveralltaskofeffectiveteaching.Programsandideologiesdonotproducestudentachievement.Teachersproducestudentachievement.

The Answer Is Good Instruction RichardElmoreofHarvardUniversitysays,“Toimprovestudentlearning,youdonotchangethestructure(i.e.,blockscheduling,smallerclasssize,smallschoolsize,etc.),youchangetheinstructionalpracticesoftheteachers.Theschoolsthatseemtodobestarethosethathaveaclearideaofwhatkindofinstructionalpracticetheywanttoproduce,andwhothendesignastructuretogowithit.”Therefore,theprincipalmustbeaninstructionalleader,someonewhoknowshowtoteachandcanteachothershowtoteach.Itistheteachersandtheirinstructionalpractices—notcurriculumprogramsorachangeintheschoolstructure—thatimprovesstudentlearning.Studentscometoschooltolearnandlearningcanonlytakeplaceinaschoolthatiseffectiveandinaclassroomwheretheteachersareeffective.TheodoreHershberg*foundthatgoodinstructionis15to20timesmorepowerfulinproducingstudentachievementthanfamilybackgroundandincome,race,gender,andothervariables.WongandWong(2009)Goodinstructionistheanswertoimprovedstudentlearningandachievement.Theresearchisveryspecificaboutthevalueofgoodinstruction.WongandWong(2009)

MikeSchmokersays,“Layoutasoundsetofstandardsandthenactuallyteachthesestandardsandtherewillbeanimmenseincreaseinlevelsofachievementalmostimmediately.”

RobertMarzanosays,“Itiswhatgetstaught!” AndrewPorteroftheUniversityofPennsylvaniasays,“Whatgetstaughtisthe

strongestpossiblepredictorofgainsinachievement.”Theonlywaytoimprovestudentlearningistoimproveteacherinstructionalpractice.Thisisthemajordifferencebetweensuccessfulandunsuccessfulschools: Unsuccessfulschoolsstressprograms.Theyspendmillionsofdollars

adoptingprogramsandbandwagonfadsinconstantpursuitofthequickfix.


To begin with the end in mind

means to start with a clear understanding

of your destination. – Stephen Covey

Start by defining what an effective teacher is

and instructing teachers in that direction,

not by buying and adopting a program

in the hopes that something good will occur.

ef ▪ fec’ ▪ tive: having an effect;

producing an intended result

Successfulschoolsstresseffectivepractices.Theywiselyinvestintheirteachersandtheeffectivenessoftheirteachers.Theydon’tteachprograms;they

teachbasic,traditionalacademiccontent,prioritizingtheinstructionalpracticesoftheirteachersbecausethatisthemajorfactorinimprovingstudentachievement.Fundsspentdevelopingteachersintheskillstoguidechildrentoachievementarebetterspentthanmoneyusedtobuyapackageofneatlypresentedquickfixesforacademicwoes.Educationalleadersknowthataneffectiveteachercanneverbereplacedbyaprogram.Effectiveteachersraisetheachievementlevelofchildren.

If You Cannot Define It, You Cannot Implement It Effectiveisaconcrete,research‐basedterm.Effectivenessismeasureable.Educationalleadersknowtheattributesofbeingeffectiveandusethatinformationtoteachandproduceeffectiveteachersandprincipals.

Wehaveknownthisfordecades:Effectiveteachersholdthekeytoimprovingstudentlearning,achievement,andsuccess.TheironyisthattheU.S.government,thephilanthropicfoundations,andthemanycommissions,groups,andeducational

publicationshavefoundthatdefiningwhatisaneffectiveteacherisamajorhurdleforallofthem.Thepeople,press,critics,andpoliticianswhodegradetheteachingprofessionbystatingallwouldbesolvediftheineffectiveteacherswerefired,themselvescannotdefinewhatisanineffectiveteacher.Fewcan definetheterm“effective,” describethecharacteristicsofaneffectiveteacher,or

evenknowhowtotrainateachertobeeffective.

Verysimply,aneffectiveteacherandprincipalcanproduceresults—studentlearning,growth,andachievement.Learning:Learningisacquiringbasicknowledgeandskills.Learningcanalsoincludeacquiringbehaviors,values,andunderstandings.Growth:Growthindicatesquantityorprogressovertime,suchasacquiringmoreinformationandskillsandbeingabletosynthesizeandapplytheinformationandskills.


When you have measurements, you have performance.

When you have no measurements, you have excuses.

– Peter Drucker

Achievement:Achievementiswhenastudentisabletodemonstrateanactofaccomplishmentorattainment,suchasproducingareport,writingapoem,performingaweld,singingasong,orsolvingaproblem.

If You Can Measure It, You Can Implement It Peoplewhoareeffectiveproduceadesiredresult.Aresultcanbemeasuredeitherqualitativelyorquantitatively.Whenusingtheservicesofastylist,carpenter,dentist,orotherprofessional,expectationsarebasedonresultsproduced.Continueduseoftheserviceproviderisdeterminedbythequalityoftheresultproduced.Likewise,effectiveteachersproducestudentlearningthatcanbeaccuratelymeasuredandproperlydocumented.Studentslearnfromteacherswhocanconsistentlyproducethedesiredacademicresults.

Certified, Qualified, and Effective “Certified,”“qualified,”and“effective”arecommonlymisusedwordswhendescribingteachersandassessingstudentlearningandachievement.Onlyoneoftheseterms,effective,willproducestudentlearningandclosetheachievementgap.Schoolsthatareeffectivehirecertified,qualifiedteachersandthentrainthemtobeeffective.

Certified Adriver’slicenseallowsapersontodrivelegally,butitdoesnotmakethepersonagooddriver.Similarly,teachercertificationisonlyalicensetoteach.Certifiedteachersdonotalwaysproduceeffectivestudentlearning.Ateachershouldbecertified,butthisdoesnotnecessarilymeantheteacherisqualifiedoreffective.Infact,teacherexperienceandcertificationaccountsforonlyabout2percentofateacher’scontributiontoastudent’stest‐scoregains.

Qualified ToborrowaredundantphrasefromtheNoChildLeftBehind(NCLB)actoftheBushadministration,a“highlyqualified”teachermust

1. possessatleastabachelor’sdegree;

2. havefullstatecertification;and

3. showdemonstratedcompetencyinthecoreacademicsubjectsassigned.

Beingcertifiedandqualifiedarenecessary;however,beingqualifieddoesnotnecessarilyproduceexcellence.Theworldisfullofqualifiedplumbers,mechanics,andlawyerswhoproduceundesirableresults.Likewise,thereareteacherswhoarequalified,butwhocannotproduceeffectivestudentlearning.


What’s a GREAT Teacher? Great cannot be defined. Thus, it cannot be trained, supported, monitored, or assessed.

The Same Three Characteristics All successful businesses have the same three characteristics of effective teachers.

1. They are well‐managed. 2. They can sell or deliver the service

or merchandise. 3. They treat their customers well.

EffectiveEffectiveteachershaveaneffectontheirstudentsandcanproduceapositiveresult.Classroomsofeffectiveteachershavestudentswhoareengaged,enjoythechallengeoflearning,respecttheirteachers,andproducetheworkthathasbeenassignedtothem.Thestudentsinaneffectiveteacher’sclassroomhavehighermeasurabletestscores,justaseffectivefootballcoachesproducewinningrecords.

Aracecardriverandahairstylistmaybequalifiedandcertified,buttheeffectivedriverwinsraces,justasthecovetedhairstylistmakesclientslookgreatwhentheyleavethesalon.Customersreturntothoseprofessionalswhoareconsistentlyeffective,justaseverychildmustbeplacedinaclassroomwithateacherwhoisconsistentlyeffective.

The Three Characteristics of Effective Teachers Educationalleaderswhoknowthecharacteristicsofeffectiveteachersareabletoteachteachersandprincipalshowtobeeffective.ThomasGoodandJereBrophypublishedtheirbook,LookinginClassrooms,in1971.Theyidentifiedthethreecharacteristicsofeffectiveteachersandusedthesecharacteristicstoshowhowteacherscanfosterstudentlearning.Thebookisinits10theditionandtheauthors’researchremainsvalidafteroverfourdecades.Thesearethreemostimportantcharacteristicsofeffectiveteachers:

1.TheyareextremelygoodCLASSROOMMANAGERS.2.TheyknowhowtoteachalessonforstudentLEARNINGandMASTERY.3.TheyhavePOSITIVEEXPECTATIONSforstudentsuccess.

RobertPianta,UniversityofVirginia’sCurrySchoolofEducation,madethesameobservationsin2007thatmatchedthoseofGoodandBrophy.Afterexaminingmorethan3,000classrooms,Piantaconcludedthatthethreemostimportantdomainsofeffectiveteachersare

1. organizationalsupport,

2. instructionalsupport,and

3. emotionalsupport.Piantadevelopedanobservationinstrumenttoassessclassroomqualityandhelpteachersbecomemoreeffective.Hecalledita“ClassroomAssessmentScoringGuide”(CLASS).TheCLASSexamineseffectiveteacher–student


interactionsthatimpactlearning,justasGoodandBrophyemphasizedclassroomcommunication.TheNationalCenterforMentalHealthatUCLAstudiedclassroomsuccessamongstudentswithsocial‐emotionalissues.Publishedin2008,thereportfoundthatthethreemajorbarrierstolearningandschoolimprovementare

1. managementcomponent,

2. instructionalcomponent,and

3. enablingcomponent.ThesematchthesamethreecharacteristicsthatGoodandBrophyreportedintheirresearchandRobertPiantaconfirmedinhisworkayearearlier.CharlotteDanielson,inherFrameworkforTeaching,listsfourdomainsofprofessionalpractice.Aftercombiningherfirsttwooverlappingdomains,theresultisthesamecharacteristicspreviouslyenumerated.

Domain1–PlanningandPreparingtheClassroomEnvironmentDomain2–InstructionDomain3–ProfessionalResponsibilities

KateWalsh,presidentoftheNationalCouncilonTeacherQuality,liststhesecharacteristicsofareallygoodteacher:

1. Skilledathandlingaclassroom.

2. Knowseffectivestrategiesfordeliveringinstruction.

3. Makeskidssoar.ThesearethesamethreefindingsreportedbyGoodandBrophyandothers.BruceTorff,HofstraUniversity,surveyedprincipalsinhigh‐achievingandunder‐performingschools.Principalsidentifiedthesedeficienciesasthemostcommoncausesofteacherineffectiveness:

1. classroommanagementskills,

2. lessonimplementationskills,and

3. abilitytoestablishrapportwithstudents.Again,thesamethreecharacteristicsreportedbyGoodandBrophy.KatyHayes,aTeachforAmericateacher,sharesthathertraininghadcoursesthatmainlyfocusedon:

1. classroommanagementandclassroomculture,


TheThreeCharacteristicsofEffectiveTeaching

1. ClassroomManagementClassroommanagementconsistsofthepracticesandproceduresthatateacherusestomaintainanenvironmentinwhichinstructionandlearningcanoccur.

2. LessonMastery

Lessonmasteryreferstohowwellateacherprovidesinstructionsostudentswillcomprehendandmasteraconceptorskilltoalevelofproficiencyasdeterminedbythelessonobjectiveandassessment.

3. PositiveExpectations

Theexpectationofstudents,whetherpositiveornegative,iswhattheteacherbelieveswillorwillnothappenandwillgreatlyinfluencetheachievementandsuccessofstudents.

“More can be done to improve education by improving the effectiveness of teachers than by any other single factor.”

– Wright, Horn, and Sanders (1997)

2. howtoplaneffectivelessonswithstrongdailyobjectives,executingeffectivelessons,and

3. diversitysessionstohelpwithcommunicatingwiththestaff,parents,andnavigatinginanewschool.

Again,thesameconsistentdomainsasmentionedbefore.Thethreecharacteristicsthatformtheframeworkforeffectiveteachinghavebeenrepeatedlyresearched,defined,andareknown.

Adistrictcanusethethreecharacteristicsofeffectiveteacherstoformtheframeworkofaneffectiveprofessionaldevelopmentprogramtotrainteacherstobeeffective.

The Research on Effective Teachers

Thesinglelargestfactorinimprovingtheeducationaloutcomeofastudentistheeffectivenessofthatstudent’steacher.Thefollowingstatementsaboutteachershasbeenknownfordecades:

Teacherexpertiseaccountsformoredifferenceinstudent

performance—40percent—thananyotherfactor.Ferguson(2001)

Theimportanceofhavinganeffectiveteacherforfouror

fiveyearsinarowcouldessentiallyclosethegapinmathperformancebetweenstudentsfromlow‐incomeandhigh‐incomehouseholds.Hanushek,Kain,andRivkin(2001)


Thedifferenceinteachereffectivenessisthesinglelargestfactoraffectingacademicgrowthofpopulationsofstudents.Sanders(2000)

AstudyoftheDenverPublicSchoolsfoundthatteachersaccountedformore

thantwicethetotalvariationinstudenttestscorechangethandidtheschools.Meyer(2001)

Thedifferencesinimpactbythemosteffectiveteachers,thetopone‐sixthof

teachers,canbeninemonthsormore,essentiallyafullyearoflearning.Rowen,Correnti,andMiller(2002)

Yearsofresearchhaveproventhatnothingschoolscandofortheirstudentsmattersmorethangivingthemeffectiveteachers.Afewyearswitheffectiveteacherscanputeventhemostdisadvantagedstudentsonthepathtocollege.Afewyearswithineffectiveteacherscandealstudentsanacademicblowfromwhichtheymayneverrecover.Jordan,Mendro,andWeerasinghe(1997)

Theachievementgapfacingpoorandminoritystudentsisduenottopovertyorfamilyconditions,buttosystematicdifferencesinteachereffectiveness.Astudentwhoistaughtbyanineffectiveteacherfortwoyearsinarowcanneverrecoverthelearninglostduringthoseyears.Asateacher’seffectivenessincreases,thefirststudentstobenefitfromthisimprovementarethosefromlower‐achievinggroups.Thepriorityofadistrictshouldbetohaveacomprehensiveprofessionallearningprogramtocreateschoolswithacadreofeffectiveteachersandprincipals.

Begin with the Average Teacher

Imagineachildperformingatthe50thpercentileandplacedinoneofthesituationsshowninthetable.Aftertwoyears,RobertMarzano’sresearchsaysthefollowingwillhappentoyourchild: Theineffectiveteacher,eveninaneffectiveschool,affectslittleandiseven

detrimentaltostudentlearningandgrowth. Theeffectiveteacher,eveninanineffectiveschool,producesimproved

studentlearningandincreasedstudentachievement.

Startwithanaverageschoolwithaverageteachersandfromthere,increasethepercentilegrowtheachyearandtherewillbemonumentalstudentimprovementovertheyears.


“Goodinstruction is 15 to 20 times more powerful than family background and income, race, gender, and other explanatory variables.” – Hershberg (2005)

Marzano(2003)Effectiveteachersandprincipalsineffectiveschoolsarethemostcriticalmeansbywhichtoimprovestudentachievementandcloseachievementgaps.

Teachers, Not Programs Itistheteachersandtheirinstructionalpractices,notcurriculumprogramsorachangeintheschoolstructure,thatimprovesstudentlearning.

Sinceitisknownthatteachereffectivenessisdirectlyproportionaltostudentsuccess,whyisn’titthedrivingforceindecisionmakingbyalllevelsofpolicymakers?It’sbecausethegreatmajorityoflegislators,schoolboardmembers,andadministratorsbelievethatstudentsuccesscomes

fromadoptingprograms,fads,andideologies,suchassmallerschoolsize,smallerclasssize,blockscheduling,mentoringforreflection,cognitiveinquiry,milliondollarreadingprograms,project‐basedinstruction,schooluniforms,single‐genderschools,andhundredsofothertrends.Moniesarebestspenttraininganddevelopingteachersratherthanspentbuyingoneprogramafteranother.Effectiveleadersknowthatwhatmattersiswhetherschoolscanoffertheirneedieststudentsgoodteacherstrainedineffectivestrategiestoteachstrongacademicknowledgeandskills.

SchoolandTeacherEffectivenessImpactonLearning

EnteringSchoolat50thPercentile

SchoolandTeacher PercentileAfterTwoYears

IneffectiveschoolandIneffectiveteacher

3rd

EffectiveschoolandIneffectiveteacher

37th

AverageschoolandAverageteacher

50th

IneffectiveschoolandEffectiveteacher

63rd

EffectiveschoolandAverageteacher

78th

EffectiveschoolandEffectiveteacher

96th


Training=EmployeeEffectiveness=Productivity

Teachers+ImprovedInstructionalPractices=EffectiveSchools

Teachers: Our Greatest Asset In2009TheNewTeacherProjectpublishedadocument,“TheWidgetEffect,”suggestingthatadministratorsandpolicymakerstreatteachersaswidgets,peoplewhoareinterchangeablewithoutregardtotheireffectiveness.Teachersweretreatedasmovableandremovablewidgetswithoutanyassessmentforeffectiveteaching.TheNewTeacherProjectfoundthat“ournation’sfailuretoacknowledgeandactondifferencesinteachereffectiveness”iswhyourstudentsarenotlearningandachieving.HallofFamefootballcoachJoeGibbsistothepoint,“Youwinwithpeople.”Translatedforschools,“Youwinwithteachers.”Programs,ideologies,orstructuralchangesdonotincreasestudentachievement.Aneffectiveteacherincreasesstudentachievement.Effectiveeducationalleadersdonottreatteachersaswidgets;theytreatteachersasthegreatestassetofaschooldistrict.PeterDrucker,thefamedbusinessguru,saysifyouaskanybusinesspersontonametheirgreatestasset,theywilltellyouit’stheirPEOPLE.Anassetislikemoneyorpropertythatgetsinvestedtomakeitgrowintogreaterassets.Businessesspend$53billiondollarseachyeartrainingtheirpeople,theirassets,tomakethemworthmoreandmoretoacompany.Businessesconsidertheirpeopletheirhumancapital.Thebettertheirpeople,theirassets,themoresuccessfulthecompany.Druckercoinedthetermhumancapitalandconsideredpeopleassets.Humancapitalreferstowhatpeopleknowandcando.Humancapital,aNobelPrizewinningconcept,isnotmeasuredbyaccumulatedphysicalassets,butbyknowledge,skills,andattitudes.However,askapolicymakeroraschooladministratortonametheirgreatestassetandtheresponsewillbemoneyorprograms.Yettheresearchsaysoverandoveragain:Teachereffectivenessisthemostcriticalfactorbywhichtoimprovestudentachievementorclosetheachievementgap.


To access the stories at www.teachers.net,

go the end of the current month’s column to find the archive for all past articles.

The Greatest Asset of a School Effectiveschoolswitheffectiveteachersandprincipalshavebeendocumentedinthearticlesthatappearinthe“EffectiveTeaching”sectionoftheInternetresourcewww.teachers.net.Thestoriesaffirmthateffectiveteachersandprincipalsareresponsibleforstudentachievement. February2012–Thisprincipalcreatedthe#1rankedschoolinNewYork

Cityintwoyears. December2011–Thesecondlowestachievingschool

inDetroitisturnedaroundinoneyear. August2011–Aschoolwithover500referralsis

turnedaroundinoneyearbyanewprincipal.

April2011–Aprincipalturnsaschooldeemedacademicallyunacceptableintoacademicallyexemplaryinoneyear.

November2010‐Thisprincipalsuddenlydisappearedfortwomonthsandcouldnottellanyonewhereshewasgoing,yettheschooleffectivelyranitself.

October2010‐Twoadministratorsshowhowtheyeffectivelyleadaschool

inHarlemwithteachertrainingtoproduceimprovedtestscores. May2010–AprincipalofaTitleIschooltaughthisteachershowtooperate

theirfirstdayofschoolliketheyhadbeentogethertheentireyear.Theschoolthatyearhadsomeofthehighestperformingtestscoresinthedistrict.

April2010‐Thisschooldistricthasbeenproducingaward‐winningeffective

teachersforover25years. December2009‐Implementingthepracticesofeffectiveteachers,three

brandnewteacherssucceededintheirfirstyear. November2009‐Inadistrictthathasbeenunderstatecontrolsince1991,

thisteacherissuccessful. October2009‐Usingthepracticesofeffectiveteachers,allofthestudentsin

thisteacher’surbanclassroompassedthestatemathtest. August2007‐Overnightthisurbanteacherbecameaneffectiveteacher.

February2005‐AhighschoolteacherinAlabamasucceededinherfirstday

ofteachingandfiveyearslaterisnamedTeacheroftheYear. February2002‐Ahigh‐poverty,middleschoolteacherexplainswhyshehas

nobehavioralproblems,herstudentsaresuccessful,andsheisstress‐free.Thesearticlestalkaboutteachers,students,andleaders.Theydonottalkaboutprograms.


Reported in a study of seven urban districts: “The only reform effort that clearly resulted in student achievement gains had clear instructional expectations, supported by extensive professional development, over a period of several years.”

– Cross and Rigden (2002)

The rhetoric in education is currently rampant about performance and evaluation. Performance and evaluation are inherent in the profession. But, for a profession where teaching is the medium of the business, little time is spent teaching teachers and principals how to perform effectively so they can perform and be evaluated well.

Effective Professional Development Ineveryaspectoftherealworld,peoplearetrained.Walmart,HomeDepot,andSouthwestAirlinestraintheiremployees.Evenlocalsmallbusinesses—realestateoffices,dentists,andgrocerystores—traintheirnewworkers.Everybusinessdoesthis,fromthedayanemployeejoinsacompanyorteamuntilthatpersonleaves.Comparethiswithmanyschoolswheretrainingisnonexistent.Teacherswanttraining;theywanttofitin;andtheywanttheirstudentstoachieve.Forthemostpart,educationhasfailedtorecognizewhatotherindustrieshaverecognizedalmostfromthestart.Formalized,sustainedtrainingmatters.Standardsandassessments,althoughnecessaryandneeded,donotimprovestudentlearningandachievement;teachersdo.Allassessmentanddatadoisinform.Effectiveteachingpracticesallowstudentstodemonstrateproficiencyandperformanceinassessmentsandstandardizedtests.Professionaldevelopmenttotrainteachersandprincipalsinhowtobeeffectivewilldrivetheassessmentanddatatogreaterheights.Teachersandprincipalsandtheirpracticeswillturnaroundlow‐performingschools,notprograms,structuralchanges,orendlesstestsandassessments. Professionaldevelopmentistheonlystrategyschool

districtshavetostrengthentheeffectivenessoftheirteachersandprincipals.

Professionaldevelopmentisalsotheonlywayteachers

andprincipalscanlearnsothattheyareabletoimprovetheireffectiveness.

Programsandreformchangesdonotproduceeffectiveschools.Rather,effectiveschooldistrictshaveacarefullythoughtoutprofessionaldevelopmentprogramthatislaser‐focusedonproducingeffectiveteacherswhocanproducestudentachievementresults.

Six Characteristics of an Effective Professional Development Program Effectiveschooldistrictshaveawell‐plannedprofessionaldevelopmentprogramthatformalizestrainingovermanyyears.ThepreeminentresearchoneffectiveprofessionaldevelopmentisfoundintheworkofGaret,Porter,Desmoine,Birman,andKwang.Theirworkwaspublishedinthe2002winterissueoftheAmericanEducationalResearchJournal.


MichaelS.Garet,theleadresearcher,says,“Professionaldevelopmentlargelyhasbeenavoluntaryactivitywhereteacherscanpickandchoosefromanincoherentcollectionofofferings,butitneedstobecomeamoresignificantpartofschools’anddistricts’plansofwhatteachersdo.Ifweareseriousaboutusingprofessionaldevelopmentasamechanismtoimproveteaching,weneedtoinvestinactivitiesthathavethecharacteristicsthatresearchshowsfosterimprovementinteaching.”Aneffective,formalprofessionaldevelopmentprogramhasthefollowingsixcharacteristicsthatwillfosterimprovementinteaching:

1. FormTeacherslearnmoreinteachernetworksandstudygroupsthanwithmentoringandintraditionalclassesandworkshops.

2. Duration

Longer,sustained,andintensiveprogramsarebetterthanshorterones.

3. CollectiveParticipationActivitiesdesignedforteachersinthesameschool,grade,orsubjectarebetterthanprogramsthattargetgroupsofteacherswhodonotworktogether.

4. Content

Coursesthatfocusonhowtoteachandalsowhattoteach—substanceandmatter—aremoreeffectivethancoursesthatpreachideologyandplatitudes.

5. ActiveLearning

Teachersneedtobeobservedandsupportedastheyplanandexecuteforclassroomimplementation.

6. Coherence

Teachersneedtoperceiveprofessionaldevelopmentaspartofthecoherentprogramsofteacherlearninganddevelopmentthatsupportstheactivitiesattheirschools.

The Mother of All Professional Development Programs TheFlowingWellsSchoolDistrictinTucson,Arizona,hasawell‐organized,eight‐yearprofessionaldevelopmentprocessthathasbeeninexistencefornearly30years.Theirprogramcanbedescribedasbeing

1. ComprehensiveThereisanorganizedprogramconsistingofmanyactivities/componentsandmanypeoplewhoareinvolved.

2. Coherent

Thevariouscomponents,activities,andpeoplearelogicallyconnectedtoeachother.

3. Sustained

Thecomprehensiveandcoherentcomponentscontinueformanyyears.


To read the complete story of the Flowing Wells School District, access the April 2010 article at www.teachers.net. The Flowing Wells School District is also featured in New Teacher Induction: How to Train, Support, and Retain New Teachers (Breaux and Wong).

TheFlowingWellsSchoolDistricttakesateacherthroughidentifiable,documented,incrementalstages,fromnovice,competent,andproficienttoexpertteacher,whichthenseamlesslyflowsintoalife‐longprofessionaldevelopmentprogramcalledtheInstituteforTeacherRenewalandGrowth.Theirprogramisstructuredtoproduceeffectiveteachersandprincipals.TheirprofessionaldevelopmentprogramhasproducedmorenominatedandwinningTeachers‐of‐the‐YearinArizonathananyotherdistrictinArizona.Theirmissionisunmistakable—toproduceeffectiveteacherswhocanteach.

Effective New Teacher Induction Schooldistrictsthatareseriousabouttraining,supporting,andretainingeffectiveteachershaveacomprehensive,coherent,andsustainednewteacherinductionprogram.Inductionistheprocessofpreparing,supporting,andretainingnewteachers.Thepurposeofinductionistoacculturatenewteacherstotheresponsibilities,missions,academicstandards,andvisionofthedistrict.

Onceonthejob,allbeginningteachersmustlearntodemonstratethefollowing:

1. Teachtoestablishedstandards.2. Evaluatetheeffectsoftheirinstructiononstudentperformance.3. Usestudentachievementdataforplanningandcurriculum.4. Tailorinstructiontoaddressspecificlearningneeds.5. Thriveinthecultureoftheschool.

Thiskindoflearningandteachinghappenswhendistrictshaveacomprehensiveinductionprogramfortheirteachers.RichardIngersoll,UniversityofPennsylvania,foundthatacomprehensiveinductionprogrammusthaveatleastsevenofthesecomponentstobeeffectiveandtobeabletoretainnewteachers:

1. Initial4‐5daysofpreschoolworkshops

2. Continuumofprofessionaldevelopmentactivitiesfor2ormoreyears

3. Astrongsenseofadministrativesupportwithacampuscoordinator


4. Acoachingcomponentutilizingtrainedcoaches

5. Astructurefornetworkingwithnewandveteranteachers

6. Opportunitiestovisitdemonstrationclassrooms

7. Awelcomecenterthatprovideshelptosettleintoanewcommunity

8. Abustourofthecommunity,ledbythesuperintendent

9. Aformativeassessmentprocessthathelpsthenewteacherdevelopskillsforstudentachievement

Ateacherwhoreceivesonlythesinglecomponentofmentoringisjustassusceptibletoleavingafteroneyearasanewteacherwhoreceivesnoinductionatall.Adistrictwithacomprehensiveandsustainedprofessionaldevelopmentprogramsendsamessagetoitsteachersthattheyarerespectedandcaredfor.Adistrictthatkeepsspendingmoneytobuyprogramsissendingamessagetoitsteachersandprincipalsthatprogramswilldobetterinraisingstudentachievementthanteachersandprincipals.

Mentoring Is Not Induction Thetermsinductionandmentoringareoftenincorrectlyusedinterchangeably.Inductionandmentoringarenotthesame.Inductionisanorganized,sustainedprogramstructuredbyaschoolordistricttodevelopeffectiveteachers.Whereas,mentoringisoftencarriedoutone‐on‐one,inisolation,forthepurposeofhelpingnewteacherssurvive,nottothrive.Thementormaynothavebeentrained,maynotteachatthesamegradeleveloracademicsubject,andthementoringrelationshipattimeshasnocoherenceorcollaborationtoanystate/district/schoolcurriculum,plan,goals,orstandards.Most

RetentionRateof TeachersInvolvedinDifferentLevelsofInductionPrograms

LevelofTrainingReceived PercentLeavingAfter1Year

Noinduction 41percentOnecomponent(mentoring) 39percent

Fourcomponents 27percentSevencomponents 18percent


For more citations that show the lack of research to support mentoring, go to www.NewTeacher.com and read “Significant Research and Readings on Comprehensive Induction."

mentoringrelationshipslackanystructure,arenotmonitored,andhavenoadequatefollow‐upprocedure.Onecommonmodelofmentoringhasafulltimementorservicing12to15teachers,whomaywellbeteachingatdifferentgradelevels,indifferentsubjects,andindifferentschools.Whenthementorandthementeemeetforanhoureachweektheyhave“reflectiveconversations.”Aftertheyear,thenewteacherrevertsbacktoteachinginisolationandinallprobabilitywillneverbecomeaneffectiveteacher. In1996,SharonFeiman‐Nemserreportedfewstudiesexistthatshowthe

context,content,andconsequencesofmentoring. In2004,IngersollandKralikstatedthecurrentresearchdidnotprovide

definitiveevidenceofthevalueofmentoringprogramsinkeepingnewteachersfromleavingtheprofession.

In2008,Rockoffreportedoveronemillionnewteachers

receivedmentoringbetween1993through2003,butweknowlittleaboutthemagnitudeofthebenefitstheyhavereceivedorhowtheimpactofmentoringvariedacrossdifferenttypesofprogramsoritseffectsonteacherandstudentoutcomes.

Coaches Have Responsibilities Ratherthanusementors,effectivedistrictshavecoachesthatmeetwiththeprincipalonaregularbasistoassesstheprogressofeveryteacherandtheirimpactonstudentlearning.Inaneffectiveschool,everyonefunctionsasateamwithalleffortsfocusedonstudentachievement. MentorshaveRolesofbeingbuddies.

Coacheshavewell‐definedResponsibilities.

Coachesareintheclassroomswiththeteachersandthestudents.Theworktheydoisjob‐embedded,whichishowteacherslearnbesttobecomeskilledandeffective.TomGuskeyisanexpertinevaluationdesign,analysis,andeducationalreform.Hisresearchfindsthatcoachesfocusonstudentlearninggoals,identifysmallmeasurablestepstotailorgoalaccomplishment,andplanprofessionaldevelopmentthatdifferentiatesforeachteacherbasedonneeds.Theemphasisisonstudentlearningwithcoachescoachingforlearning.


Whilebothmentorsandcoacheshavethesamegoalofimprovingateacher’sskillset,thecoach’spathisprescribedandgoaloriented.Whereasamentorisdousingbrushfiresastheyhappenineachteacher’sclassroom.

Examples of Effective Induction Programs IslipSchoolDistrict–NewYork–Morethan99percentofthegraduatingseniorclassnowreceivesaNewYorkRegent’sdiploma.Theyattributetheirachievementgainstotheirnewteacherinductionprogram. Threedaysummerorientationforallnon‐tenuredteachers.Orientation

includesclassroommanagementstrategies,teambuildingactivities,modellessons,andhowtobesuccessfulfromtheveryfirstday.

Threeyearprogramwhereeachyearanestablishedcurriculumispresentedin

monthlyworkshops. Inyearone,newteachersworkwithTheEffectiveTeachervideoseries

byHarryandRosemaryWongonclassroommanagementandwithLindaAlbert'sCooperativeDisciplineonbehaviorintervention.

Inyeartwo,teachersapplytheresearchoninstructionusingClassroomInstructionthatWorksbyRobertMarzano.

Inyearthree,teacherslearnassessmenttechniquesfromTigheandWiggins’UnderstandingbyDesign.CohortsalsolearnhowteachersarechangeagentswithSpencerJohnson'sWhoMovedMyCheese?

Implementationofcoachingasacomponentofinduction.

Emergenceofprofessionalcommunities. Infusionofworkshopsfocusedonlessonplandevelopment,cooperative

learning,studyskills,timemanagement,learningstyles,andparentcommunication.

DifferencesBetweenMentorsandCoaches

Mentors Coaches

Areavailableforsurvivalandsupport HelpteachersimprovestudentlearningProvideemotionalsupport;answersingularproceduralquestions

Coachtoimproveinstructionalskillsonasustainedbasis

ReacttowhateverarisesCollaboratewithadministrationandotherteachers

TreatmentoringasanisolatedactivityPartofjob‐embeddedinductionandstaffdevelopmentprocess

Mentorwithreflectiveconversations CoachtospecificlearningobjectivesAreabuddy Havealeadershipresponsibility


It is better to train a teacher and

lose that teacher,

than to not train a teacher and

keep that teacher.

Involvementofbuildingandcentralofficeadministration. FacilitatedbytheDirectorofHumanResources.

Supportedbytheteachersassociationandnewcontractlanguagemandates

attendance. EndorsedbytheBoardofEducationandtheSuperintendent.

Providesongoingandsustainedprofessionaldevelopmentwhichiscontinued

withmandatedstaffdevelopmenthoursaftertenureisgranted.FlowingWellsSchoolDistrict–Arizona–Inoperationfornearly30years,thisisthemother‐of‐allinductionprograms. EightdayInductionProgramwithfourdaysbeforeschoolbeginsandfourdays

duringtheschoolyear(releasetimefornewteachers). ClassroomDemonstrations:Classroomswhichmodelthefirstdaysofschool. ProceduresandRoutines.NewTeachersaregivencamerassotheyareableto

photographtherulesandproceduresonthewallsofmasterteachers. Bustourconductedbysuperintendentwhichfamiliarizesnewteacherswith

thecultureandcommunityofthedistrict. Agraduationluncheoncelebrationwithframed

certificatesforeachnewteacherpresentedbythesuperintendent.

Mentorinsamegradelevelorcontent.

Coachingfollow‐upforeachnewteacherwithelevenclassroomcontactsbythe

full‐timeStaffDevelopmentCoordinator. Monthlysupportseminarsfornetworking,support,andcollaboration.

InductionisalignedwiththeArizonaTeachingStandards.

PartnershipwithNorthernArizonaUniversityforteacherstoreceive

universitycreditforInduction. Comprehensiveon‐goingstaffdevelopmentprogramwhichmeetstheneedsof

novicetoexpertlevelteachers. CompletesupportforteachertrainingforovertwentyyearsbytheGoverning

BoardandAdministration.


Effectiveinductionprogramsnotonlyretainhighlyqualifiednewteachers,buttheyalsoensurethattheseteachersareteachingeffectivelyfromtheveryfirstdayofschoolandthroughtheirtenureinthedistrict.

Effective Collaboration Therearetwofactorsthatleadtoteachereffectiveness:

1. Aprincipalwithinstructionalleadership

2. Astaffthatworkscollaboratively

Everysuccessfulbusinesssincethe20thcenturyreferstoitsworkersasassociatesorteammembers.Doorsatmanystoressay,“AssociatesOnly.”Restaurantcheckssay,“ServedbyTeam3.”Studentsaregoingoutintoa21stcenturyworldwhereeveryonecollaboratesbecausebusinessesknowwhatsportsteamsknow,it’sthechemistryofpeopleworkingtogetherthatbringsvictorytoateam.Theexistenceofateachingstaffasateam,asacohesivegroup,willdeterminethesuccessofthestudents.Researchhasshownthatteachersinhighperformingschoolsaremorelikelytoworkinacollegialapproachtodecision‐makingandarewillingtosharewithoneanothertheneededknowledgeandskillstohelptheirstudentsreachhighacademicstandards.JacksonandBruegmann(2009)foundthatplacingnewteachers—orstrugglingteachersforthatmatter—inassignmentswheretheyaresurroundedbyeffectiveteachersistheleastexpensive,butperhapsmosteffective,professionaldevelopmentoutthere.

Teachers Learn Best from Collaboration Peoplecraveconnection.Newteacherswantmorethanajob.Theywanttoexperiencesuccess.Theywanttocontributetoagroup.Theywanttomakeadifference.Themosteffectiveschoolsprovideconnectionswherenewandveteranteachersinteractandtreateachotherwithrespectandarevaluedfortheirrespectivecontributions.Teachersremaininteachingwhentheybelongtoprofessionallearningcommunitiesthathave,attheirheart,high‐quality,interpersonalrelationshipsfoundedontrustandrespect.Collegialinterchangeisthedesirednormforteachers,notisolation.

JohnsonandBirkeland(2003)fromHarvardUniversityreported,“Ourworksuggeststhatschoolswoulddobettertorelylessonone‐to‐onementoringand,instead,developschool‐widestructuresthatpromotethefrequentexchangeofinformationandideasamongnoviceandveteranteachers.”


The Schmoker Model is an eight‐step procedure to use for team meetings. The model is described in Results: The Key to Continuous School Improvement, 2nd Edition.

UndertheleadershipofAssistantSuperintendentLindaLippmann,IslipPublicSchools’NewTeacherInductionProgramfeaturescollaborativestudygroupactivitiesandnetworking.Studyteamsfocusonskill‐buildingstrategiessuchasconductingparentconferences,managingclassrooms,craftinglessonplans,andimplementingcooperativedisciplineprograms.Thegroupsconstantlyworkonteam‐buildingandproblem‐solvingtechniques.Theyusemodellessonsandholdsharingsessionsinwhichteacherslearnfromeachotherandbuildrespectforoneanother.

JohnChristie,socialstudiesteacher,says,“AtIslip,theinductionprogramallowedmetosharenewteacherconcerns,realizeIwasn’talone,anddiscoversolutionsinacollegialenvironment.”LorraineKnoblanch,anewteacher,says,“Thebestpartofthisyearwashowourrelationshipswiththeotherteachersdeveloped.Wereallyhavedevelopedintoafamily.Weshareconcernsandtriumphsandmeetafterschoolonmanyoccasions.Theconnectionsareinvaluable.”

Newteachersareimmediatelyusheredintoateamculture.TeacherturnoverintheIslipPublicSchoolsisnegligible.

What Keeps Good Teachers TheU.S.educationsystemtypicallyviewsteachersasindependentoperators,replaceableaswidgets.Teachersareexpectedtodoagoodjobbehindcloseddoors.Collaborationisrare.Worseyet,newteachersseldomseeanotherclassroominaction.Lonelinessandlackofsupportfurtherexacerbatethefrustrationsofbeginningteachers.Toaskayoung,newteachertogosoloinanetworkedworldiswritingthatteacher’sepitaph,anditmightaswellread,“Doomedfromthestart.”BecauseofthesuccessofdistrictssuchasIslipandFlowingWellsinproducingeffectiveteachers,thefollowingisknownaboutthemindsetofteachers: Theeraofisolatedteachingisover.Goodteachingthrivesinacollaborative

learningenvironmentcreatedbyteachersandschoolleadersworkingtogethertoimprovelearninginstrongprofessionallearningcommunities.

Teachersthrivewhentheyfeelconnectedtotheirschoolsandcolleagues.This

isonlypossiblewhenthereisastrongprofessionallearningcommunity. Teacherswantandneedtobelong.Iftheydonotbelonginapositiveway,they

willbelonginanegativeway. Effectiveschoolshaveahigh‐performanceculture,withatrademarkof

collaborativeresponsibilityforthelearningofallstudents.


Teachersremainwithadistrictwhentheyfeelsupportedbyadministrators,havestrongbondsofconnectiontocolleagues,andarecollectivelycommittedtopursuingacommonvisionforstudentlearninginaperformance‐orientedcultureastheybuildcapacityandcommunity.

Manyoftoday’syoungteachersnotonlyhaveaccesstomillionsofdigitalresources,theyalsohaveattheirfingertipsthousandsofprofessionalandsocialnetworks.Theyarereceptivetoworkinginteams,andtheyaregoodatit.Indeed,learningcommunitiesaretheirforté.Whatkeepsgoodteachersteachingarestructured,focused,andsustainedprofessionaldevelopmentprogramsthatallownewteacherstoobserveothers,tobeobservedbyothers,andtobepartofnetworksorstudygroupswhereallteacherssharetogether,growtogether,andlearntorespecteachother'swork.

The Five‐Step Plan for Developing Effective Teachers and Principals Step1:Establishasamajorgoaltocreateacomprehensive,coherent,andsustainedprofessionaldevelopmentprogramtoproduceeffectiveteachersandprincipals.Step2:Appointaneffectiveleadertodirectandmonitortheplan.Thescopeoftheprogramistobeadministeredandmonitoredbyafocusedandcompetentleader.Intoomanyschoolsaprogramisadoptedorateacherisgivenamentorandtheprincipalneverassessesthedevelopmentoftheprogramorteacher.Step3:Establishbenchmarksandrubricsforthethreecharacteristicsofeffectiveteachers.Abenchmarkistheequivalentofalessonobjective.Whatdoestheteacherneedtolearntobecomeeffective?Whatmustaprincipalknowtoteachteachershowtobecomeeffective?Thisrubriccanbeusedasastartingpointtoassessandseeifprogressisbeingmadetoreachtheobjectives.


Step4:Createhands‐oninductionandprofessionalworkshopswhereteachersandprincipalslearnthethreecharacteristicsofeffectiveteachersandlearngroupworkprocedures.Theseworkshopsarecomprehensive,coherent,andsustained.Thereisateamthatincludesanewteachertomonitor,evaluate,andmodifytheprofessionaldevelopmentprogrambasedontheaforementionedeffectiveteacherformula.Step5:Purchasematerialstohelpteachthethreecharacteristicsofeffectiveteachers.Askthequestion:Whatstaffskillsareneededtoclosethestudentgap?Thenpurchasematerialsthatwillenhanceyourprofessionaldevelopmentprogramtoteachtheseskills.Astheplanprogresses,acknowledgethesuccessesofeveryoneinvolvedintheplan.Mostofall,acknowledgethecommitmentofstrivingtobethebestforchildren.

TeacherEffectivenessRubric

0 1 2 3 4

StudentBehavior

Theclassroomisinchaos.

Theteacherisabletogetthestudentstobehavebycomplianceandcoercion.

Thereareproceduresthatstructuretheclassroom.

Thestudentsareabletodotheproceduresandareresponsible.

Thestudentsexcelandexceedintheirproductivity.

StudentLearning

Thereisminimalworkbeingdonebythestudents.

Theteacherspendstimerelatingtothestudents.

Theteacherknowshowtoteachtotheobjectives.

Thereisacultureofconsistencyintheclassroom.

Thestudentsknowwhattodoandtheclasshumswithlearning.

ClassroomManagementPlan

Thestudentshavenoideawhattheyareresponsibletodo.

Thereisnoorganizationorstructure.

Theteacherhasascriptforthefirstdayofschool.

Theteacherhasaclassroommanagementactionplan.

Thestudentsknowwhattoexpectanddotheirwork.


Education Is a People Business EverySouthwestAirlinesaircrafthaspaintedthefollowingforallcrewandpassengerstoseewhileboardingtheplane:

ThisSouthwestjetisdedicatedtoyou,ourloyalcustomers.YouarethereasonwegiveAmericanstheFreedomtoFly.

Everyschooldistrictshouldpostasignonthedoorofitsprofessionaldevelopmentacademythatsays:

Thisprofessionaldevelopmentprogramisdedicatedtoyou,ourgreatestasset.Bywhatweteach,wegiveyoutheopportunitytobeeffective.

Everyteacherhaspotentialanditistheresponsibilityoftheeducationalleadersindistricts,instates,atthenationalleveltodevelopallteacherstotheirfullpotential.JohnF.Kennedyoncesaid,“Theonlyreasontogiveaspeechistochangetheworld.”ToparaphraseKennedy,“Theonlyreasonteachersteachistochangetheworld.”Teacherscometoeducationcertifiedandready.Thechallengeistoputthemintheclassroomaseffectiveteachers.Professionaldevelopmentfocusedoneffectivenessbringsoutthepotentialofeveryteacherandprincipal.Teachersandprincipalsholdtheheartsandmindsofyoungpeopleintheirhandseachday.Theyhavethecapacitytohelpchildrenachievetheirhopes,theirdreams,theiraspirations.Thisdocumentprovidestheplanforcreatingeffectiveeducatorswhowillbethedifferenceinthelivesofchildren...andevenchangetheworld.

Selected References Danielson,Charlotte.(2007).EnhancingProfessionalPractice:AFrameworkforTeaching.Alexandria,Virginia:ASCD.FrameworkforSystematicTransformationofStudentandLearningSupports.(2007).CenterforMentalHealthinSchools,UCLA.www.smhp.psych.ucla.edu.Good,ThomasL.,andJereBrophy.(2008).LookinginClassrooms.Needham,Massachusetts:Allyn&Bacon.Jackson,C.Kirabo,andEliasBruegmann.(July2009).“TeachingStudentsandTeachingEachOther:TheImportanceofPeerLearningforTeachers.”NationalBureauofEconomicResearch.


Marzano,Robert.(2003).WhatWorksinSchools.Alexandria,Virginia:ASCD.Pianta,Robert.(2008)."NeitherArtnorAccident."HarvardEducationLetter.Rockoff,Jonah.(February2008)."DoesMentoringReduceTurnoverandImproveSkillsofNewEmployees?EvidencefromTeachersinNewYorkCity."NBERWorkingPaper.Sawyers,Susan.(June22,2010)."Q&A:KateWalshonImprovingTeacherQuality."TheHechingerReport.Torff,Bruce.(December2005)."GettingItWrongonThreatstoTeacherQuality."PhiDeltaKappan,Volume87,Number4.Wong,HarryK.,andRosemaryT.Wong.(2009).TheFirstDaysofSchool.MountainView,California:HarryK.WongPublications.

About the Authors Forover25yearstheWongshavebeenteachingteachers,principals,andstaffdevelopershowtoteachforeffectiveness.Theirworkunderscoresonemajorpoint—effectiveteachingisidentifiable,teachable,andimplementable.Bothareformer,award‐winningclassroomteachers,whoarebestknownforeffectingchangeovernightinteachers.Withdynamicpresentationstoliveaudiences,theytranslatetheresearchofhowtobeaneffectiveteacherintoimplementableform.Authorsofthebest‐sellingbookeverineducation,TheFirstDaysofSchool,whichhassoldmorethan3.7millioncopies,theyaretherecognizedleadersinthedevelopmentofeffectiveschoolsandteachers.HarryistherecipientoftheHoraceMannOutstandingEducatorAwardandtheNationalTeacherHallofFameLifetimeAchievementAward.Rosemarywashonoredasthe2008OutstandingSchoolofEducationAlumnusfromSoutheasternLouisianaUniversity.TheyarerecipientsoftheUptonSinclairAward,werenominatedfortheBrockInternationalPrizeinEducation,andhavebuiltaschoolinCambodia.ContactinformationfortheWongs:

HarryK.WongPublications,Inc.943NorthShorelineBoulevardMountainView,CA94043TEL:650‐965‐7896FAX:650‐965‐[email protected]

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