The Impact of quality of teaching on student outcomes: implications for policy and practice on teacher professional development / L.Kyriakides & B.P.M. Creemers

The Impact of quality of teaching on student outcomes: implications for policy and practice on teacher professional development / L.Kyriakides & B.P.M. Creemers

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  THE IMPACT OFQUALITY OF TEACHING ON STUDENT OUTCOMES: IMPLICATIONS FOR POLICY AND PRACTICE ON TEACHER PROFESSIONAL DEVELOPMENT L. KYRIAKIDES 1 & B.P.M. CREEMERS2 Department of Education, University of Cyprus, Cyprus 1 Faculty of Behavioural and Social Sciences, University of Groningen, the Netherlands 2
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  INTRODUCTION Research has consistentlyshown that: a) the classroom level can explain more of the variance in pupil outcomes than the school level, and b) a large proportion of this classroom level variance can be explained by what teachers do in the classroom. This paper aims to 1. summarise key findings and developments in the area of TER 2. discuss the main methodological and conceptual limitations of TER 3. refer to recent developments in TER 4. present results of projects which reveal that teaching skills can be grouped into specific developmental stages 5. propose a dynamic approach to teacher professional development
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  MAJOR FINDINGS OFTEACHER EFFECTIVENESS RESEARCH During the last 35 years, researchers have turned to teacher behaviour as predictor of student achievement in order to build up a knowledge base on effective teaching. This research has led to the identification of a range of behaviours which are positively related to student achievement. Quantity and pacing of instruction: Amount learnt is related to opportunity to learn and achievement is maximised when teachers prioritise academic instruction and allocate available time to curriculum-related activities. Consistent success is another significant factor associated with student achievement. To learn efficiently, students must be engaged in activities that are appropriate in difficulty level and suited to their current achievement levels and needs.
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  MAJOR FINDINGS OFTEACHER EFFECTIVENESS RESEARCH Effective teachers are also expected to organise and manage the classroom environment as an efficient learning environment and thereby to maximise engagement rates Key indicators of effective classroom management include: good preparation of the classroom and installation of rules and procedures at the beginning of the year, smoothness and momentum in lesson pacing, consistent accountability procedures, and clarity about when and how students can get help and about what options are available when they finish. Most of teacher talk is academic rather than managerial or procedural. Form and quality of teacher's organised lessons: giving information (structuring), asking questions (soliciting) and providing feedback (reacting).
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  MAJOR FINDINGS OFTEACHER EFFECTIVENESS RESEARCH Structuring factor: a) outlining the content to be covered and signalling transitions between lesson parts; b) calling attention to main ideas; and c) reviewing main ideas at the end. Summary reviews are important since they integrate and reinforce the learning of major points. These structuring elements not only facilitate memorising of the information but allow for its apprehension as an integrated whole with recognition of the relationships between parts.
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  MAJOR FINDINGS OFTEACHER EFFECTIVENESS RESEARCH Clarity of presentation: Effective teachers communicate clearly and directly with their students without digression, speaking above students' levels of comprehension or using speech patterns that impair the clarity of what is being taught. The focus on teachers actively presenting materials should not be seen as an indication that traditional lecturing approach is an effective teaching approach. Effective teachers ask a lot of questions and attempt to involve students in class discussion. There should also be a mix of product and process questions. Effective teachers also use seatwork or small group tasks since they provide needed practice and application opportunities.
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  CONCEPTUAL AND METHODOLOGICAL LIMITATIONS OF TER Most effectiveness studies are exclusively focused on language or mathematics rather than on the whole school curriculum. EER should take into account the new goals of education and related to this their implications for teaching and learning. New theories of teaching and learning should be used in order to specify variables associated with the quality of teaching. Instead of treating active and direct teaching approaches as in contrast with the new leaning approaches to teaching, an integrated approach to teaching is adopted by the dynamic model. TER has not contributed significantly to teachers' professional development.
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  A DYNAMIC APPROACHTO TEACHER PROFESSIONAL DEVELOPMENT Research on teacher training and TER have been conducted apart from and without much reference to one another. Few researchers of teacher training methods rationalize their selection of teaching skills in terms of TER and very few evaluate the impact of teacher professional development on student learning. TER spend little time speculating about the methods that may be used to improve teaching practice. The dynamic model is not promoting specific teaching approach but concentrates on instructional behaviour of teachers by describing them through the use of specific teaching factors. Teaching factors are not separate entities but some of them are interrelated. The model refers to grouping of factors. Improvement of teacher effectiveness can be focused not on the acquisition of isolated skills/competencies but on helping teachers exercise and/or develop types of teacher behaviour that are more effective than others.
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  STUDIES SEARCHING FORSTAGES OF EFFECTIVE TEACHING 1) A Study Searching for Stages of Effective Teaching Participants: All the grade 5 students (n=2503) from each class (n=108) of 50 primary schools in Cyprus. Student achievement in mathematics, Greek language, and religious education were measured. Two low-inference and one high-inference observational instruments were used. These instruments were designed to collect data concerned with all the eight teacher factors of the dynamic model in relation with the five measurement dimensions of the model. The teaching skills included in the dynamic model were grouped into 5 stages. These were situated in a developmental order and linked with student outcomes. Teachers who demonstrated competencies in the higher stages were found to be more effective than those situated at the lower stages,
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  STUDIES SEARCHING FORSTAGES OF EFFECTIVE TEACHING The first three levels are related to the direct and active teaching approach, by moving from the basic requirements concerning quantitative characteristics of teaching routines to the more advanced requirements concerning the appropriate use of these skills as these are measured by the qualitative characteristics of these factors. These skills also gradually move from the use of teacher- centred approaches to the active involvement of students. The last two levels are more demanding since teachers are expected to differentiate instruction (level 4) and demonstrate their ability to use the new teaching approach (level 5). These five stages advance on previous stage models by specifically determining the content of each stage (in terms of teaching skills), whereas previous stage models often lacked clarity on what might constitute each developmental stage.
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  IMPLICATIONS FOR TEACHER PROFESSIONAL DEVELOPMENT A question raised is the extent to which teachers can move from one stage of teaching competence to the next, by improving their teaching skills and ultimately their student achievement gains. The dynamic approach proposed here lies between the two dominant approaches to teacher professional development (i.e., the CBA and the HA) and aims to overcome their main weaknesses. CBA: Program requirements are stated as competencies which describe what the teacher must demonstrate for successful completion of the program. HA: Promotes reflection of teaching practices, experiences, and beliefs. Reflective practitioners can handle their improvement based solely on their own experiences and critical thinking.
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  IMPLICATIONS FOR TEACHER PROFESSIONAL DEVELOPMENT The content derives from the grouping of teaching skills included in the dynamic model and it is differentiated to meet the needs and priorities of teachers at each developmental stage. Although the content of this approach refers to teaching skills that were found to be positively related with student achievement, the participants are also engaged into systematic and guided critical reflection on their teaching practices. The effectiveness of this approach was compared with the Holistic Approach in improving teaching skills and student outcomes in mathematics.
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  IMPLICATIONS FOR TEACHER PROFESSIONAL DEVELOPMENT Participants: A total of 130 primary teachers volunteered to participate in the professional development programme. Data were collected from all students (n=2356) of the teacher- sample both at the beginning and end of the intervention. Phase 1: Teaching skills were evaluated by external observers. Observation data were analysed. It was found that teachers could be classified into the same five levels which emerged from the first study on grouping of teacher factors. Phase 2: The teachers at each developmental stage were randomly allocated into two groups. The first group employed the dynamic approach while the second group used the HA. Phase 3: Teachers of each group began to work towards improving their teaching skills. This phase sought to initiate changes in educational practices, working with the teachers throughout the whole curriculum.
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  IMPLICATIONS FOR TEACHER PROFESSIONAL DEVELOPMENT i) Sessions for teachers employing the Dynamic Approach Teachers employing the DA were assigned to four groups according to the stage in which they were found to be situated. Supporting literature and research findings related with the teaching skills which correspond to their stage were provided and the area on which each group had to concentrate their efforts for improvement was made clear. Each teacher developed his/her own action plan by exchanging ideas with the research team and members of his/her group. One session per month was scheduled until the end of the school year. The monthly sessions were organized in groups (based on teachers´ stages) and teachers were strongly encouraged to cooperate and share ideas and teaching materials, to exchange and discuss their experiences and generally to share the results of their exploration. Researchers visited teachers at their schools to discuss emergent issues related with the implementation of their action plans into their teaching practice and provide feedback to the teachers.
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  IMPLICATIONS FOR TEACHER PROFESSIONAL DEVELOPMENT ii) Sessions for teachers employing the HA The primary aim of these sessions was to enable individuals to critically evaluate their own beliefs and practice and help them transform their experiences from a past event to an ongoing learning process. Teachers had the chance to discuss in groups, identify a problem which they considered important in their teaching and formulate a plan of action to tackle this problem. After the development of the teachers’ initial action plans, we scheduled one session per month until the end of the school year. This decision provided the teachers with sufficient time to implement the activities included in their action plans and to reflect on the effectiveness of these activities.
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  IMPLICATIONS FOR TEACHER PROFESSIONAL DEVELOPMENT Results: The dynamic approach was more effective than the HA in improving teaching skills. Teachers employing the HA neither made statistically significant progress nor moved from one stage to another. Employing the DA had a statistically significant effect on student achievement, compared with employing the HA. Improvement of teacher effectiveness cannot be focused solely on the acquisition of isolated skills or competencies, nor on reflection across the whole teaching process to help teachers get “greater fulfillment as a practitioner of the art” (of teaching). Reflection is more effective when teachers' priorities for improvement are taken into account, and when they are encouraged to develop action plans which address their professional needs.
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  IMPLICATIONS FOR TEACHER PROFESSIONAL DEVELOPMENT Teachers employing the HA adopted a less focused reflection strategy, which allowed teachers to reflect on any aspect of their teaching practice irrespective of the stage on which they were situated. Thinking and critical analysis are important, and thus those aspects of the HA were utilised in the development of the DA. Complimenting reflection with the knowledge-base of EER, which addresses the needs of specific groups of teachers, could help establish effective approaches to teacher professional development which will have an impact on improving learning outcomes.
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