Characteristics of Highly Effective
Teachers: A Literature Review
October 26, 2010
Research Review
Why?
To learn from evidence & data
How?
Closely examine the most recent, highly
respected, frequently cited and peer-reviewed
studies
Research Review
Purpose?
To identify conclusions supported by the
literature (data, research, critical analysis)
What if we start with conclusions?
Research-based evidence has the power to
change minds and shift conclusions.
High Standards =
Rigorous methodology and sound
statistical analysis
Highly Effective Teachers: What the Research Tells Us
Virtually all research on the qualities of highly
effective teachers agrees on the importance of one
factor:
EXPERIENCE
Highly Effective Teachers: What the Research Tells Us
“Teaching experience is perhaps the only
characteristic that has consistently been found
related to teacher effectiveness.”
Rockoff et al (2008)
National Bureau of Economic Research
The experience of the teacher correlates with
better test scores for students. Half of this
“effect” is achieved by the end of the first two
years of teaching.
Clotfelter et al (2007)
CALDER: Urban Institute, National Center for Analysis of Longitudinal Data in
Education Research
Highly Effective Teachers: What the Research Tells Us
Research is limited by available data.
Highly Effective Teachers: What the Research Tells Us
Data
Metrics
Results
Useful results depend on the input of
relevant, accurate and timely data
Highly Effective Teachers: What the Research Tells Us
Most research on teacher effectiveness has examined a
relatively small set of teacher characteristics, because
they are collected by school districts to satisfy legal
requirements and set salaries.
 College selectivity
 Teachers’ college grades
 Teachers’ test scores (ACT, Basic Skills)
 Graduate (MA, PhD) degrees
Highly Effective Teachers: What the Research Tells Us
The research concludes that some of
those factors have little or no
correlation to teacher effectiveness.
Highly Effective Teachers: What the Research Tells Us
COLLEGE SELECTIVITY?
Coming from a selective college is not at all
correlated with the achievement of a teacher's
pupils.
Goldhaber (2007)
Highly Effective Teachers: What the Research Tells Us
COLLEGE SELECTIVITY?
A multiplicity of studies have concluded that the quality of the
accredited undergraduate institution attended bears little to no
relationship to teacher productivity in elementary or middle
school.
Buddin et al (2009), Clotfelter et al (2006, 2007a), Goldhaber (2007), Kane et
al (2006)
Only a single study found a positive and significant relationship between
the prestige of the undergraduate institution and productivity of high
school teachers.
Clotfelter et al (2007b)
Highly Effective Teachers: What the Research Tells Us
TEACHERS’ GRADES?
As with the other measures of undergraduate
education, there is no significant relationship
between GPA and subsequent teacher
performance.
Kane et al (2006)
Highly Effective Teachers: What the Research Tells Us
TEST SCORES?
[SAT-equivalent]
“We discovered that test scores have been less related to teaching
performance than [teacher education] students’ success levels in the
pre-service programs the tests were designed to hold accountable.”
D’Agostino & Powers (2009)
American Educational Research Journal
“We also find that teacher entrance exam scores are not associated with
teacher productivity.”
Harris & Sass (2007)
Highly Effective Teachers: What the Research Tells Us
TEST SCORES?
[Praxis, Basic Skills]
There is no difference between teachers who passed a test
on the second or third try and teachers who passed it the
first time.
Teacher attrition is highest among new teachers who score
highest on the tests.
Goldhaber (2007)
Highly Effective Teachers: What the Research Tells Us
GRADUATE DEGREES?
Master’s degrees make no difference, unless the Master’s
degree is specifically situated in the area being taught.
Goldhaber, (2007)
Advanced degrees are not necessarily correlated with
student achievement.
Clotfelter et al, (2007)
Many organizations use this data to advocate policy.
Some examples include:
• Chicago Consortium on School Research
• Bill & Melinda Gates Foundation
• Education Trust
• Illinois Education Research Council (IERC)
Highly Effective Teachers: What the Research Tells Us
Illinois Education Research Council (IERC)
The distribution of teacher quality in Illinois, (2005)
Examining the Distribution and Impact of Teacher Quality in
Illinois, (2005)
Leveling Up: Narrowing the Teacher Academic Capital Gap in
Illinois, (2008)
Illinois Education Research Council (IERC)
“Teacher Quality Index”
“Teacher Academic Capital”
High ACT Score
+
High College Selectivity
+
Pass Basic Skills on first attempt
=
High Student Achievement
Illinois Education Research Council (IERC)
“Teacher Quality Index” “Teacher Academic Capital”
Basis for including ACT, Basic Skills and
College Selectivity in TQI and TAC:
Rice, J. K. (2003). Teacher quality: Understanding the effectiveness
of teacher attributes. Washington, D.C.: Economic Policy
Institute.
Wayne, A. J., & Youngs, P. (2003). Teacher characteristics and
student achievement gains: A review. Review of Educational
Research, 73(1), 89-122.
Highly Effective Teachers: What the Research Tells Us
Rice (2003). Teacher quality: Understanding the
effectiveness of teacher attributes. Washington, D.C.: Economic Policy Institute.
Studies show the National Teachers Examination and other statemandated tests of basic skills and/or teaching abilities are less
consistent predictors of teacher performance.
“Research suggests that the selectivity/prestige of the institution a
teacher attended has a positive effect on student achievement,
particularly at the secondary level. This may partially be a
reflection of the cognitive ability of the teacher.”
Tests that assess the literacy levels or verbal abilities of teachers
have been shown to be associated with higher levels of student
achievement.
Highly Effective Teachers: What the Research Tells Us
Wayne & Youngs (2003). Teacher characteristics and student achievement
gains: A review. Review of Educational Research, 73(1), 89-122.
“only three research efforts have sought to determine
whether students learn more from teachers who
graduated from better-rated undergraduate institutions.”
Wayne & Youngs (2003) draws from:
Summers & Wolfe (1975, 1977)
 Set of studies taken in Philadelphia,1970–1971
 Data dating back to the 1967-1968 school year
 Samples of students in the 6th, 8th and 12th grades
• No determinate relationships were found among 12th graders, the 6th grade findings were
mixed.
• The only positive correlation was between teachers’ Gourman scores and 8th-grade social
studies teachers.
Murnane & Phillips (1981) data from a
• “…welfare experiment in Gary, Indiana, in the early 1970s.”
• They could not discern any relationship between students’ ITBS vocabulary
score gains and teachers’ college ratings.
Ehrenberg & Brewer (1994)
• used a “High School and Beyond” data set from tests taken by 10th graders in
1980 and the same students as 12th graders in 1982.
• They found that teachers from better-rated (Barron’s) undergraduate
institutions were “…more effective with White and Black students, but
findings were indeterminate for Hispanic students.”
Highly Effective Teachers: What the Research Tells Us
Wayne & Youngs (2003)
"...policymakers may wish to require that teachers hold degrees
from institutions with particular quality characteristics. Thirdparty accreditation is the typical policy instrument by which
institutional quality is assured. Researchers seeking to inform
policy might therefore examine the relative effectiveness of
teachers from institutions with different accreditation statuses.”
Highly Effective Teachers: What the Research Tells Us
“…it is a mistake to believe that one or two
characteristics of teachers can explain their effects on
student achievement.”
Darling-Hammond, L. and Sykes, G. (2003). Wanted: A national teacher
supply policy for education: The right way to meet the "Highly
Qualified Teacher" challenge. Education Policy Analysis Archives,
11(33).
Highly Effective Teachers: What the Research Tells Us
The National Bureau of Economic Research sought to identify
characteristics of effective teachers using college selectivity and test
scores as well as “non-traditional” indicators.
Findings were published in this study:
Rockoff, Jonah E., Brian A. Jacob, Thomas J. Kane, Douglas O.
Staiger, (2008). Can You Recognize an Effective Teacher When
You Recruit One? National Bureau of Economic Research,
Working Paper 14485.
Rockoff et al (2008) Can You Recognize an Effective Teacher
When You Recruit One?
“Traditional” cognitive indicators
• College selectivity
• Test Scores
• IQ
“Non-Traditional” non-cognitive indicators
• Extraversion
• Emotional stability
• Open to new experiences
• Conscientiousness
• Self-Efficacy
• Haberman Pre-Screener Performance
Highly Effective Teachers: What the Research Tells Us
Rockoff, et al (2008) Can You Recognize an Effective
Teacher When You Recruit One?
“Traditional” cognitive indicators
“Non-Traditional” non-cognitive indicators
Among new 4th – 6th grade math teachers in NYC public
schools, there was a small positive correlation between
these sets of indicators and student achievement.
The positive correlation was to the same degree. Higher
scores in either category of indicators were predictive of
future teacher efficacy.
Highly Effective Teachers: What the Research Tells Us
A broader range of data correlated with teacher
effectiveness includes:
 Skills to develop and teach concepts
 Previous classroom experience
 Content knowledge
 Relationship to community and culture
 Personality traits and maturity levels
Effective teachers have a combination of attributes.
•
•
•
•
•
Extensive content knowledge
Pedagogical skills for teaching particular subject matter
Ability to teach concepts in a multiplicity of ways
Know how to motivate and engage students
Strong commitment to serving parents as well as
students
• Capacity to manage and assess diverse students
(Darling-Hammond & Sykes (2003), Delpit 2006, Hill & Gillette 2005,
Payne 2008)
CONTENT KNOWLEDGE
• Students of fully certified mathematics teachers
experienced significantly larger gains in achievement
than those taught by teachers not certified in math.
• Knowledge of the material is essential to good
teaching, but returns to subject matter expertise
grow smaller beyond some minimal essential level
which exceeds the demands of the curriculum being
taught.
Darling-Hammond & Sykes (2003)
SKILLS TO DEVELOP & TEACH CONCEPTS
Teaching practices had the strongest effects on
achievement: students performed better when teachers
provided hands-on learning opportunities and focused
on higher-order thinking skills.
Wenglinsky (2002)
Former teachers’ assistants, paraprofessionals, classroom
volunteers already know how classrooms “work” and have
participated in and/or witnessed the process of teaching and
learning .
Humphrey & Wechsler (2007)
SOCIAL CAPITAL
Relationships with Parents & Community
A teacher who lives in the neighborhood and who has built relationships and
friendships in the community with parents, community groups, and other
community agencies will increase the number of supportive adults in student’s
lives and the connectedness of those adults. School success is influenced by
relationships in all three of the key places where children live, learn, and
grow—their neighborhood, their home, and their school
Bronfenbrenner, (2005)
Family and community involvement, including how teachers and parents
communicate and the level of human and social resources in the community, is
one of five “essential supports” for school improvement.
Bryk et al (2009)
Social capital among neighborhood adults predicts higher standardized test scores
in both math and reading.
Woolley & Grogan-Kaylor (2006)
SOCIAL CAPITAL
Relationships with Parents & Community
Neighborhoods with strong social capital are four or five times as
likely to have high-functioning schools as neighborhoods where
the residents feel disconnected with one another.
Payne (2008)
When people are connected and know each other well, they can
work together to make their schools and communities better.
Social capital promotes civic engagement--parents and other
community members are more likely to participate in activities
when they know other people and trust them.
Warren (2005)
CULTURALLY REFLECTIVE &
CULTURALLY RESPONSIVE
What are the characteristics of excellent teachers of students of the
new majority, that is:
• poor students of color
• economically disadvantaged students
• From culturally and linguistically diverse backgrounds
who attend our nation’s most troubled and least supported schools?
Nieto (2005)
CULTURALLY REFLECTIVE
“when a student and a teacher are the same race, the
effects on student achievement are positive.”
Clotfelter et al (2007)
Latino bilingual teachers, at least partially in response to their
own experiences in schools as children, committed
themselves to creating classroom environments where
students felt culturally validated and cared for in genuine
ways.
Martinez (2000)
CULTURALLY RESPONSIVE
Teachers must be culturally competent, so that
students can maintain some cultural integrity while
pursuing academic excellence.
Ladson-Billings (2006)
Culturally responsive teaching is validating, comprehensive,
multidimensional, empowering, transformative, and
emancipatory.
Santamaria (2009)
CULTURALLY RESPONSIVE
The research literature demonstrates a number of common characteristics; effective
teachers:
• place a high value on students’ identities (culture, race, language, gender, and
experiences, among others)
• connect learning to students’ lives
• have high expectations for all students, even for those others may have given up on
• stay committed to students in spite of obstacles that get in the way
• view parents and other community members as partners in education
•
•
•
•
•
•
•
create a safe haven for learning
dare to challenge the bureaucracy of the school and district
are resilient in the face of difficult situations
use active learning strategies
are willing and eager to experiment
view themselves as life-long learners
care about, respect, and love their students
Nieto (2005)
Location, Location, Location!
Teachers go home to teach: 85% of teachers end up teaching
within 40 miles from where they grew up—so teachers, who
have not grown up in low income urban neighborhoods, leave
these low-income urban schools in large numbers every year,
with almost half leaving after teaching just three years.
Boyd, D., et al (2005) The Draw of Home: How Teachers’ Preferences for
Proximity Disadvantage Urban Schools, Journal of Policy Analysis and
Management
What does this current research tell us about
what matters for effective teaching?
 Experience matters: effective teachers hit their stride two to three years
into teaching
 Content expertise matters: effective teachers need to know what they’re
teaching
 Pedagogical skills matter: effective teachers need to know how to teach
 Relationships matter: effective teachers nurture reciprocal relationships
with families and communities
 Culture matters: effective teachers teach in culturally compatible and/or
culturally responsive ways
 Self awareness matters: effective teachers are self-reflective, mature and
caring
 Context matters: effective teachers teach in their home communities
References
Boyd, D., Lankford, H., Loeb, S., Wyckoff, J. (2005) The Draw of Home: How
Darling-Hammond, L.. and Sykes, G.. (2003, September 17). Wanted: A
Teachers’ Preferences for Proximity Disadvantage Urban Schools, Journal
national teacher supply policy for education: The right way to meet the
of Policy Analysis and Management, Vol. 24, No. 1, pp 113-132.
"Highly Qualified Teacher" challenge. Education Policy Analysis Archives,
11(33). Retrieved October 21, 2010 from
http://epaa.asu.edu/epaa/v11n33/.
Richard Buddin & Gema Zamarro, (2009). Teacher Qualifications and Middle
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DeAngelis, Karen J., Presley, Jennifer B. and White, Bradford R.(2005). The
distribution of teacher quality in Illinois (IERC 2005-1). Edwardsville, IL:
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Bronfenbrenner, U. (Ed.). (2005) Making human beings human. Bioecological
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Delpit, L. (2006). Other people’s children (rev. ed.). New York: The New Press.
Bryk, A., Bender Sebring, P., Allensworth, E., Luppescu, S., & Easton, J.Q. (2009)
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Hill, D., & Gillette, M. (2005). Teachers for tomorrow in urban schools:
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.
References, continued
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Certification: Initial Findings from a National Study. Teachers College
Record, 107 (11).
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Narrowing Gaps Between Best Pedagogical Practices Benefiting All
Learners. Teachers College Record Volume 111 Number 1, p. 214-247.
Kane, T., Rockoff, J., & Staiger, D. (2006, April). What does certification tell us Valenzuela, A. (1999) Subtractive schooling: U.S.-Mexican youth and the
about teacher effectiveness? Evidence from New York City. NBER
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National Bureau of Economic Research.
Warren, M. (2005) Communities & Schools: A New View of Urban Education
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Ladson-Billings, Gloria. (1995) But that’s Just Good Teaching! The Case for
Culturally Relevant Pedagogy. Theory into Practice, Volume 34, Number
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3
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Presented by Brian D. Schultz, Ph.D.
Associate Professor and Honors Faculty
Educational Inquiry & Curriculum Studies
Northeastern Illinois University
Researched and compiled by Leslie Ramyk, M.A.
Dedicated to our friend and colleague Steve Andrews.