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Effective Teachers of At-Risk and Effective Teachers of At-Risk and Highly Mobile StudentsHighly Mobile Students
National Association for Education of National Association for Education of Homeless Children and YouthHomeless Children and Youth
November 2006November 2006
Patricia Popp, Ph.D.Patricia Popp, Ph.D.
The College of William and MaryThe College of William and Mary
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Research StudyResearch Study
Essential Question:Essential Question:
What do award-winning teachers of at-What do award-winning teachers of at-risk and/or highly mobile students do risk and/or highly mobile students do
that makes them effective?that makes them effective?
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DefinitionsDefinitions
At-riskAt-risk Students who are at-risk of dropping out Students who are at-risk of dropping out
of schoolof school
Highly mobileHighly mobile Migrant childrenMigrant children Homeless childrenHomeless children Children from military familiesChildren from military families
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SampleSample
Six National and/or State Award-Six National and/or State Award-Winning Teachers who work with at-Winning Teachers who work with at-risk and/or highly mobile studentsrisk and/or highly mobile students
Case StudyCase Study
InterviewInterview
ObservationObservation
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What Does the Literature Say What Does the Literature Say about Effective Teachers of about Effective Teachers of At-Risk and/or Highly Mobile At-Risk and/or Highly Mobile
Students?Students?
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Qualities of Effective Qualities of Effective TeachersTeachers
EFFECTIVE TEACHERS
Prerequisites
Organizing for Instruction
Classroom Management &
Instruction
Implementing Instruction
Monitoring Student
Progress & Potential
The Person
Job Responsibilities and Practices
Used with the Permission of Linda Hutchinson, Doctoral Student, The College of William and Mary
Background
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Prerequisites of Prerequisites of Effective TeachingEffective Teaching
Verbal Ability Verbal Ability CertificationCertification Content KnowledgeContent Knowledge Pedagogical Content KnowledgePedagogical Content Knowledge Teaching ExperienceTeaching Experience
““A salient characteristic of at-risk schools is that they A salient characteristic of at-risk schools is that they generally have relatively few well-qualified teachers.” generally have relatively few well-qualified teachers.”
-- National Partnership for Teaching in At-risk Schools, 2001-- National Partnership for Teaching in At-risk Schools, 2001
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The Teacher as A The Teacher as A PersonPerson
CaringCaring Fairness & RespectFairness & Respect AttitudeAttitude Reflective Reflective
PracticePractice
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Classroom Classroom Management and Management and
OrganizationOrganization Proactive disciplineProactive discipline Positive Learning CommunityPositive Learning Community Monitor & respondMonitor & respond
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Planning and Planning and Organizing for Organizing for
InstructionInstruction Thinking about instructionThinking about instruction Planning for instructionPlanning for instruction
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Implementing Implementing InstructionInstruction
Effective instructional strategiesEffective instructional strategies Higher Level QuestionsHigher Level Questions Meaningful ConnectionsMeaningful Connections High ExpectationsHigh Expectations
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Monitoring Student Monitoring Student Progress and Progress and
PotentialPotential Assess and Modify Assess and Modify Provide feedbackProvide feedback Be careful with homeworkBe careful with homework Expect a lot!Expect a lot!
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“… nothing, absolutely nothing has happened
in education until it has happened to a student”
Joe Carroll, 1994
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Examining Effective Teaching Examining Effective Teaching of At-Risk and Highly Mobile of At-Risk and Highly Mobile
StudentsStudents
Case ScenariosCase Scenarios
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