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

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?

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

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

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?

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

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

The Teacher as A The Teacher as A PersonPerson

CaringCaring Fairness & RespectFairness & Respect AttitudeAttitude Reflective Reflective

PracticePractice

Classroom Classroom Management and Management and

OrganizationOrganization Proactive disciplineProactive discipline Positive Learning CommunityPositive Learning Community Monitor & respondMonitor & respond

Planning and Planning and Organizing for Organizing for

InstructionInstruction Thinking about instructionThinking about instruction Planning for instructionPlanning for instruction

Implementing Implementing InstructionInstruction

Effective instructional strategiesEffective instructional strategies Higher Level QuestionsHigher Level Questions Meaningful ConnectionsMeaningful Connections High ExpectationsHigh Expectations

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!

“… nothing, absolutely nothing has happened

in education until it has happened to a student”

Joe Carroll, 1994

Examining Effective Teaching Examining Effective Teaching of At-Risk and Highly Mobile of At-Risk and Highly Mobile

StudentsStudents

Case ScenariosCase Scenarios