Why Do We Need Good
Teachers?
Virginia Teacher Evaluation Project
June 27-29 & August 2-4, 2011
James H. Stronge
The College of William and Mary
Question 1:
What impact does a
teacher have on
student learning?
One-year Impact of
Effective vs. Less
Effective Teachers
Source: Stronge, Ward, & Grant, accepted Journal of Teacher Education
5th Grade Reading:
Predicted vs. Actual
Rea ding Predicted Value
280
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240
250
260
270
Actua l Re a di ng
280
Teacher Effectiveness Indices:
Reading
30
Count
20
10
0
20.00
30.00
40.00
50.00
Reading TAI
60.00
70.00
Reading One-Year Impact:
Effective vs. Ineffective Teachers
Note: Data presented in percentile scores
Math One-Year Impact:
Effective vs. Ineffective Teachers
80%
70%
60%
50%
40%
30%
20%
10%
0%
Top
Quartile
Teachers
Bottom
Quartile
Teachers
Beginning of Year
End of Year
Teacher Effectiveness Variables
0.6
0.4
Differentiation
Focus
Clarity
Complexity
Expectations
Technology
Assessment
Verbal Feedback
Management
Organization
Caring
Fairness
Relationships
Responsibility
Enthusiasm
0.2
0
-0.2
-0.4
-0.6
Top
Bottom
Student Off-task Behavior
Less Effective
Teacher
Effective
Teacher
(bottom quartile)
(top quartile)
Study 1
1
12 minutes
2 hours
Study 2
2
20 minutes
1 hour
1
Stronge, Ward, Tucker, & Hindman, 2008
Stronge, Ward, & Grant, accepted for JTE
2
Cumulative Effect:
Three-year Impact of
Effective vs. Less
Effective Teachers
Source: Comparison of 3 “highly effective” & 3 “ineffective” teachers
Jordan, Mendro, & Weerasinghe, 1997
Dallas Research: Teacher Quality
Dallas, Texas data: 2800-3200 students per cohort
Comparison of 3 “highly effective” & 3 “ineffective” teachers (Jordan, Mendro, & Weerasinghe, 1997)
Sequence of Effective Teachers
Low
High
Low
High
Source: Sanders & Rivers, 1996
Low
High
+ 52-54
Percentile
points
Residual Effect
Two years of effective
teachers could not
remediate the achievement
loss caused by one year
with a poor teacher.
Source: Mendro, Jordan, Gomez, Anderson, & Bembry (1998)
Influence of
Ineffective Teachers
Arriving at school ready to learn …
Parents with
Professional Jobs
Low SES
Families
Words Spoken
to Per Hour
Vocabulary as a
5 Year Old
2,100
20,000
600
5,000
Source: Lee & Burkam, 2002; West, Denton, & Germino-Hausken, 2000
Time in School Year Needed to
Time in School Year
to Achieve
the Same Amountof
Achieve
theNeeded
Same
Amount
of Learning
Learning
75th Percentile
Teacher
25th Percentile
Teacher
0
1/4
1/2
3/4
1
Years Needed
Source: Leigh, A. (n.d.). Estimating teacher effectiveness from two-year changes in students’ test
scores. Retrieved May 22, 2007, from http://econrsss.anu.edu.au/~aleigh/.
Influences on Student Achievement:
Explained Variance
Teachers
30%
Home
5-10%
School
5-10%
Peers
5-10%
Students
50%
Source: Hattie, J. Teachers make a difference: What is the research evidence.
Retrieved November, 20, 2008 from http://acer.edu.au/documents
Annual Student Achievement Gains
Sources: 1) Barber, M., & Mourshed, M. (2007). How the world’s best-performing school
systems come out on top. London: McKinsey & Company. Retrieved November 7, 2008,
from http://www.mckinsey.com/locations/ukireland/publications/pdf/Education_report.pdf.
2) Stronge, J.H., Ward, T.J., Tucker, P.D., & Grant, L.W., in preparation
Estimates of Dismissing Ineffective
Teachers & Student Achievement
(Adapted from Hanushek, 2008)
Question 2:
What is an
effective teacher?
Background Characteristics
The Teacher as A Person
Caring
Fairness & Respect
Attitude
Reflective Practice
Qualities of Effective Teachers
EFFECTIVE TEACHERS
Background
Prerequisites
The Person
Job Responsibilities and Practices
Classroom
Management &
Implementing
Instruction
Instruction
Organizing for
Instruction
Monitoring
Student
Progress &
Potential
Source: Stronge, Qualities of Effective Teachers, ASCD, 2007
Diagram used with the Permission of Linda Hutchinson, Doctoral Student, The College of William and Mary
Virginia’s 2000
Uniform Performance Standards
Domains
Instruction
Learning
Environment
Assessment
Communicate/
Comm Relation
Learning Environment
Assessment
A-1
Communications/CR
C-1
C-2
C-3
A-2
Professionalism
A-3
E-1
E-2
Prof essionalism
P-1
P-2
P-3
E-3
Virginia’s 2011
Uniform Performance Standards
Professional
Knowledge
Professionalism
Instructional
Planning
Learning
Environment
Instructional
Delivery
Assessment of
and for
Learning
Student
Academic
Progress