IA Disproportionality and Teacher Preparation: The Promise and the Practice

Dan ReschlyVanderbilt University

dan.reschly@gmail.com615-708-7910

March 6-7, 2013Sponsored by the Iowa Department of Education

Reschly Disproportionality 1

Good News and Bad News: Centrality of Teachers and Teacher Preparation

• Teacher effects are significant, especially for at-risk students and students with disabilities.• Tennessee Value Added Assessment System: Three

years of highly effective teachers overcome effects of low socioeconomic status.

• Teacher qualifications (e.g., degree level) have modest to trivial effects.

• Teacher practices have large effects.• Research-based teaching practices exist but many

are not taught in teacher preparation programs.

2

Pressures on Teacher Preparation

• Achievement Standards and Expectations IA?• Accountability at all levels, including

– Institutions of Higher Education– Value added applied to teacher education graduates

• Levine Study of Education Schools• National Council on Teacher Quality www.nctq.org• Number of IHEs with teacher preparation programs?• NCTQ Modern Flexnor Report

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Levine Study and Conclusions

• Levine, A. (2006). Educating school teachers. Washington DC: The Education Schools Project. Downloaded December 10, 2006 from http://www.edschools.org/pdf/Educating_Teachers_Report.pdf

• A majority of teachers are prepared at the education schools with the lowest admission standards and least accomplished professors. p. 27.

• Education schools used as cash cows

• Wild wild west of higher educationReschly RTI 4

Current Teacher Preparation??

• Note Secretary Duncan’s recent statements• Current teacher preparation largely dominated by

• Student centered philosophy—unstructured teaching

• Radical constructivist, social constructivist, • Philosophy rather than science• Rejection of objective data, tests, progress

monitoring, etc.• Enormous changes needed in teacher preparation

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Value-added Evaluation of IHE Teacher Preparation Programs

• LA Noell and Gansell• TN • FL

• TN results: Teach for America teachers outperform teachers from all TN IHE teacher preparation programs, including Vanderbilt

• WHY?

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Reschly RTI 7Reschly RTI 7

NZ 18.9

USA 9.9

OCEDAverage12.7

Ed Week 1-12-11, p. 14

ESEA aka NCLB

• Emphasis on Scientifically-based research• Explicit on content areas of reading• Endorsed formative evaluation• Scientifically-based instruction• Criteria for scientifically-based research

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ESEA Criteria for Scientifically Based Research

• Scientifically based research --• (a) Means research that involves the application of

rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs; and

• (b) Includes research that --• (1) Employs systematic, empirical methods that draw

on observation or experiment; • (2) Involves rigorous data analyses that are adequate

to test the stated hypotheses and justify the general conclusions drawn;

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ESEA Criteria for Scientifically Based Research, cont.

• (3) Relies on measurements or observational methods that provide reliable and valid data across evaluators and observers, across multiple measurements and observations, and across studies by the same or different investigators;

• (4) Is evaluated using experimental or quasi-experimental designs in which individuals, entities, programs, or activities are assigned to different conditions and with appropriate controls to evaluate the effects of the condition of interest, with a preference for random-assigned experiments, or other designs to the extent that those designs contain within-condition or across-condition controls;

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ESEA Criteria for Scientifically Based Research, cont.

• (5) Ensures that experimental studies are presented in sufficient detail and clarity to allow for replication or, at a minimum, offer the opportunity to build systematically on their findings; and

• (6) Has been accepted by a peer-reviewed journal or approved by a panel of independent experts through a comparably rigorous, objective, and scientific review

• Qualitative research seen as suggesting hypotheses, but not establishing scientifically-based results.

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What Are the Barriers to Improved Achievement in Iowa?

• Discussion

• 1.

• 2.

• 3.

• 4.

• 5.

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What Works? Meta-Analysis(Kavale, 2007; Lloyd et al., 1999; Marzano, 2007)

TreatmentEffect Size

Applied Behavior Analysis (many applications) + 1.00

Formative evaluation: CBM+Graphing+Decision Rules+ Reinf.

+ 1.00 Explicit Instruction and Problem Solving + .70

to 1.50 Comprehension Strategies

+1.00 Math Interventions

+.60 to 1.10 Explicit Writing Interventions

+.50 to .85 Matching instruction to learning styles??

0.00 Note, these effect sizes are stable across

cultural groups

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ABA-Beh

avior

CBM-Form Eva

l

Direct

Instru

ction

Prob Solv

ing

Learning

Strat

Learning

Styles

Cognitiv

e Matc

hing

Discov

ery Lear

ning

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

0.9

1

1 1 0.9 0.8 0.7

0 0.05 0.01

Educational Intervention

EffectSize

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16

What Does NOT Work (Kavale, 2007; Lloyd et al., 1999; Marzano,

2007) Perceptual motor training Matching instruction to presumed

cognitive strengths Training cognitive weaknesses (e.g.,

working memory) to improve achievement

Special classes for students with high incidence disabilities (exceptions?)

Unstructured instruction with learners who have limited prior knowledge

17 WWW.tqsource.org

Teacher PreparationSignificant gaps in the preparation of

general and special education teachersScientifically-Based principles for both,

including randomized controlled trials (RCTs), often not applied

Gaps in:• Teacher preparation and practice• State program approval and teacher licensure• Professional association standards

Reschly RTI 18Reschly RTI 18Reschly RTI 18

General Instructional Principle

• Instruction at student’s knowledge/skill level

LowerPriorKnowledge

Higher PriorKnowledge

Needs Complete, ExplicitSystematic

Can Profit fromIncompleteImplicitLess Structured

100 + Years of Debate

•Teacher-centered vs Student-centered

OR•Structured vs Unstructured

•Differences onCurriculumLearning ProcessesTeaching MethodsStandardsAssessmentDisciplineEtc.19Reschly RTI

100 + Years of Research

• Teacher centered, more structured approaches superior

• Struggling students profit far more from teacher centered, structured approaches

• However, reading basal series, teacher preparation programs, and classroom practice place greater emphasis on student centered, less structured approaches

• Continuing enormous resistance to scientifically-based instruction across education despite science and law

• Promising trends in reading and mathematics exist and will strengthen

20Reschly RTI

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Direct, Explicit Teacher Directed Instruction, http://rea.mpls.k12.mn.us/BEAT_THE_ODDS_-_Kindergarten_Teachers.html

• Teach all elements of the task

• Break task into components—as far as needed

• How explicit? Explicit enough for the student to make good progress• Teacher Models Skill, using multiple examples and non-

examples• Teacher and student perform task together• Student performs task with feedback• Student independently practices task to automaticity• Integrate skills with prior skills and competencies

• See YouTube Direct Instruction videos

PROBLEM SOLVING CHART

Does the *%$# thingwork?

Don’t mess with it! You Idiot! Did you mess with it?

Does anyone

else know?

Will you catch hell?

Hide it!

You poor slob! Ignore it

Can you blame somebody else?

NO PROBLEM

Yes

Yes

Yes

Yes

Yes

No

No

No

No

No

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Math Panel Report Key Findings www.ed.gov/mathpanel

Conceptual understanding, computational and procedural fluency, and problem solving skills are equally important and mutually reinforce each other.

Students should develop immediate recall of arithmetic facts to free the “working memory” for solving more complex problems.

Teachers' regular use of formative assessments can improve student learning in mathematics.

Explicit instruction for students who struggle with math is effective in increasing student learning.

Teachers should understand how to provide clear models for solving a problem type using an array of examples, offer opportunities for extensive practice, encourage students to “think aloud,” and give specific feedback.

23Reschly

Foundations for success: National Mathematics Advisory Panel Final Report (2008). Washington DC: US Department of Education. www.ed.gov/mathpanel

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As Long As There Are Mathematics Tests

There Will Be Prayer In The Schools

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Resources for Academic and Behavioral Interventions

Vaughn-Gross Reading Center, Sharon Vaughnhttp://www.texasreading.org/utcrla/

Florida Reading Center-Torgesen/Wagnerhttp://www.fcrr.org/

Progress Monitoring: http://www.studentprogress.org/default.asp

Intervention Central-James Wrighthttp://www.interventioncentral.org/

Center on Instruction (Reading, Math, Writing, etc)http://www.centeroninstruction.org/

Fidelity of Implementation

• RTI Process, PBIS, SBRI, etc: Good results with good fidelity, BUT

• Fidelity cannot be assumed

• Development of protocols, checklists

• Daily checklist completed

• Direct observation when results fall short of goals

• Do we, educational professionals, need checklists??

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Gawande, A. (2009). The Checklist Manifesto: How to Get Things Right. New York: MacMillan.

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Gawande’s Checklist Manifesto

• Checklists: Force function, that is, remind us to do routine behaviors that are essential to accomplishing complex tasks

• Many examples• Aviation checklists-3 long checklists to get to runway• Medicine-routine administration of pediatric

immunizations, no distractions, 4 steps before • Medicine-surgery procedures (infection, bleeding,

anesthesia)

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Gawande’s Checklist Manifesto cont.

• Central line insertion in medicine: Tube to a major vein

• Routine Procedure, but infection rates too high—lead to enormous negative consequences

• Checklist developed that reduced infection rates by 66%• Wash hands thoroughly with anti-bacterial soap• Clean patient’s skin with chlorhexidine

antiseptic• Sterile drapes over the patient• Wear mask, hat, sterile gown, gloves• Put sterile dressing over the insertion sit

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Gawande’s Checklist Manifesto cont.

• Surgery checklist-international study involving wide range of hospitals

• Three checklists regarding routine behaviors• Seven item checklist before anesthesia• Seven item checklist prior to incision• Five item checklist at the conclusion of the surgery

• Outcomes? Significant decrease in surgical complications

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Acceptance of Checklists by Professionals

• Mixed, often negative reactions: Reasons???

• Survey of Gawande’s participants was generally positive• Lower for surgeons, higher for nurses• 50% to 70% depending on specialty endorsed

continued use• Question? If you were the surgical patient, would you

want the checklist used?• Answer: 94% said yes

• Checklists work, but acceptance is mixed

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Discussion: Improving Fidelity

• Current district efforts?

• Acceptance of checklists?

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Commitment to Better Results

• Shared commitment

• Potential for growth

• Celebrate progress

• Work collaboratively to improve results

• Work hard AND have a good time

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Improving Teacher Preparation and Achievement

• Learn from other states with increasing achievement• State standards• State curriculum frameworks• State assessments tied to standards and curriculum

frameworks• State/District sponsored continuing education on RTI,

PBIS, SBRI, DI• Early screening in behavior and academics plus early

intervention• Competence tests—example SBRI knowledge test used

in MA, MN, WI, MD, and other states• Align teacher preparation with effective practices

References

• Flexner, A. ( 1910). Medical Education in the United States and Canada: A report to the . Carnegie Foundation for the Advancement of Teaching. Higher Education. Boston: The Merrymount Press. (downloaded on July 14, 2011 from http://www.carnegiefoundation.org/sites/default/files/elibrary/Carnegie_Flexner_Report.pdf)

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