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.
3 Harry K. Wong and Rosemary T. Wong
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.
Developing and Retaining Effective Teachers and Principals 4
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
5 Harry K. Wong and Rosemary T. Wong
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.
Developing and Retaining Effective Teachers and Principals 6
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.
7 Harry K. Wong and Rosemary T. Wong
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.
Developing and Retaining Effective Teachers and Principals 8
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
9 Harry K. Wong and Rosemary T. Wong
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,
Developing and Retaining Effective Teachers and Principals 10
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)
11 Harry K. Wong and Rosemary T. Wong
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.
Developing and Retaining Effective Teachers and Principals 12
“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
13 Harry K. Wong and Rosemary T. Wong
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.
Developing and Retaining Effective Teachers and Principals 14
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.
15 Harry K. Wong and Rosemary T. Wong
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.
Developing and Retaining Effective Teachers and Principals 16
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.
17 Harry K. Wong and Rosemary T. Wong
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
Developing and Retaining Effective Teachers and Principals 18
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
19 Harry K. Wong and Rosemary T. Wong
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.
Developing and Retaining Effective Teachers and Principals 20
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
21 Harry K. Wong and Rosemary T. Wong
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.
Developing and Retaining Effective Teachers and Principals 22
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.”
23 Harry K. Wong and Rosemary T. Wong
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.
Developing and Retaining Effective Teachers and Principals 24
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.
25 Harry K. Wong and Rosemary T. Wong
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.
Developing and Retaining Effective Teachers and Principals 26
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.
27 Harry K. Wong and Rosemary T. Wong
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]