Ensuring Teacher Quality
Leader’s Resource Guide for a study of Improving Algebra I End-of-Course Exam Scores: Evidence from the Field
Purpose of
Algebra I End-of-Course Exam
study presentation
Materials:
chart tablet
transparencies
vis-à-vis markers
overhead projector
Slide 1
This section includes the results of a study of schools in Texas that had, in one
year, the largest improvements and largest declines in the percentage of students
passing the Algebra I End-of-Course exam. This study identified several significant
factors, including instructional strategies and policy decisions, that influenced
improvements in algebra teaching and learning. These findings may suggest
actions for district and campus leaders and teachers with whom you work.
Discuss the particular descriptors of this study. Refer participants to the full study or
the Executive Summary (both available free through the Dana Center’s web
catalog, at www.utdanacenter.org/catalog/; click on Reports and Issue Briefs).
There will be little discussion here; you’re simply presenting some groundwork for
the results of this study.
Slide 2
Before sharing this slide, ask participants to generate their own lists of what they
predict to be characteristics of the improving campuses.
Ask: What characteristics do you think are shared by these improving campuses?
Record participants’ suggested characteristics on chart paper (or transparency);
then, compare their list to the research findings on Slide 2 and discuss any
similarities and differences.
Slide 3
Reading: Improving Algebra I End-of-Course Exam Scores: Evidence from the
Field (Executive Summary).
Explain each step of the protocol for reading and sharing the executive summary
findings. This protocol allows for careful reading, in-depth discussion of the text,
and thoughtful participation by all.
1. This protocol works best with groups of 4 to 6 members seated around a
table or in a circle.
2. Read the summary individually. (Facilitator must allow at least 10 minutes
for reading, assuring that all participants have the necessary time to read
the complete text.)
3. Note a particular passage that is problematic or challenging. Be prepared
to identify that passage and read it aloud to the group.
4. When all participants have chosen a passage, choose a participant in
each group to begin the process. (Suggestions: the participant closest to
the door; the participant with the most years’ experience in the district; the
participant with the newest car; etc.)
5. The first participant guides group members to his/her chosen passage and
reads it aloud. (S)he should not comment on the passage at this point.
6. In clockwise order, each group member has 30 seconds to comment on
the passage read aloud. These comments can include questions,
interpretations, applications, or implications. The facilitator controls the
time. Remind participants that this process is not a conversation—no
cross-talk is allowed.
7. After each participant has commented on the first passage, the original
participant has one minute to discuss his/her reasons for choosing that
particular passage.
December 2004. Ensuring Teacher Quality: Algebra I and Algebra II, produced by the Charles A. Dana Center at The University of
Texas at Austin for the Texas Higher Education Coordinating Board.
V. Course Follow-up, A. Leader’s Resource Guide, 2. Materials for a study of Improving Algebra I EOC Exam Scores
2
8. The next participant (again, in clockwise order) reads his/her chosen
passage. Repeat the process until all participants have read and
commented on all passages in the group.
9. Facilitator instructs each group to choose a spokesperson to report back to
the whole group on any significant points. Allow a few minutes (no more
than five) for small group discussion at this point.
Slide 4
To encourage engagement from all participants, facilitators might consider using
the Rapid Response protocol, which provides an opportunity for all to share their
thinking about a particular topic. This protocol also highlights participants’
understanding of the topic and any information gaps that might exist.
Rapid Response
1. Introduction. The facilitator asks the group to break into subgroups of 5 to
7 members, then instructs the subgroups as follows: “When I ask this
question, I will give you 30 seconds to think, and then each member of
your group will answer quickly, in turn. Each will get exactly 30 seconds to
answer. As each member speaks, the others listen silently. No one
responds to anyone else’s answer.”
2. Questions. The facilitator poses the two questions on Slide 4.
3. Debriefing. Following the questions, the facilitator debriefs the group:
“What have you learned from this first exploration of this topic? What, if
anything, do members think we might have to unlearn?”
4. Tips. Some participants will be unable to form an answer to these
questions in the time provided. The facilitator should allow for this, granting
permission to take a pass. Later, the facilitator can point out that both the
answers and the passes may provide some insight into the issue.
Slide 5
Slides 6–8
Slide 9
With this slide, facilitators relate participants’ comments during Rapid Response
(particularly the debrief) to the actions taken by improving schools found in the
study. Again, remind participants of the varied characteristics of the schools studied
in this research and the possibilities for using these findings to guide the
development of action plans in the district.
These slides contain information from the Algebra I End-of-Course Exam research
study. The recommendations are based on qualitative data collected during the
study and serve as professional guidelines for school personnel and teachers.
The information in this slide is weighty—it is a research-based statement of
responsibility for campus principals, leaders, and teacher teams. The findings of the
Algebra I End-of-Course Exam research study are clear—a significant factor in
improving student success is principals/leaders who exhibit these behaviors.
December 2004. Ensuring Teacher Quality: Algebra I and Algebra II, produced by the Charles A. Dana Center at The University of
Texas at Austin for the Texas Higher Education Coordinating Board.