Our guest author today is Kenneth Frank, professor in Measurement and Quantitative Methods at the Department of Counseling, Educational Psychology and Special Education at Michigan State University. This column is part of The Social Side of Reform Shanker Blog series.
Maybe it’s because I grew up in Michigan, but when I think of how to improve schools, I think about the “Magic Johnson effect.” During his time at Michigan State, Earvin “Magic” Johnson scored an average of 17 points per game. Good, but many others have had higher averages. Yet, I would want Magic Johnson on my team because he made everyone around him better. Similarly, the best teachers may be those that make everyone around them better. This way of thinking is not currently the focus of many current educational reforms, which draw on individual competition and market metaphors.
So how can we leverage the Magic Johnson effect to make schools better? We have to think of ways that teachers can work together. This might be in terms of co-teaching, sharing materials, or taking the time to engage one another in honest professional dialogues. There is considerable evidence that teachers who can draw on the expertise of colleagues are better able to implement new practices. There is also evidence that when there is an atmosphere of trust teachers can engage in honest dialogues that can improve teaching practices and student achievement (e.g., Bryk and Schneider, 2002). Read More »
Our “social side of education reform” series has emphasized that teaching is a cooperative endeavor, and as such is deeply influenced by the quality of a school’s social environment — i.e., trusting relationships, teamwork and cooperation. But what about learning? To what extent are dispositions such as motivation, persistence and engagement mediated by relationships and the social-relational context?
This is, of course, a very complex question, which can’t be addressed comprehensively here. But I would like to discuss three papers that provide some important answers. In terms of our “social side” theme, the studies I will highlight suggest that efforts to improve learning should include and leverage social-relational processes, such as how learners perceive (and relate to) — how they think they fit into — their social contexts. Finally, this research, particularly the last paper, suggests that translating this knowledge into policy may be less about top down, prescriptive regulations and more about what Stanford psychologist Gregory M. Walton has called “wise interventions” — i.e., small but precise strategies that target recursive processes (more below).
The first paper, by Lucas P. Butler and Gregory M. Walton (2013), describes the results of two experiments testing whether the perceived collaborative nature of an activity that was done individually would cause greater enjoyment of and persistence on that activity among preschoolers. Read More »
Our guest author today is Connie Williams, a National Board Certified Teacher librarian at Petaluma High School in Petaluma, CA, past president of the California School Library Association, and co-developer of the librarian and teacher 2.0 classroom tutorials.
Down the road from where I live, on the first-of-the month, a group of vintage car owners gather for a “cars and coffee” meet up. The cars that show up with their drivers cover many years and obsessions. Drivers park, open up the car hoods and take a few steps back and begin talking with other car owners and visitors who happen by. These are people who are interested in the way cars work, their history, and they all have stories to share.
How do they know so much about their cars? They work on them – gaining insight by hands-on practice and consultations with experts. If they’re wealthy enough, they pay someone else to do the work, yet they don’t just hand over their cars to them. They read about them, participate in on-line groups, ask for guidance, and they drive them. Most often, when they drive them, someone stops and asks questions about their cars and they teach what they know to others.
This is an example of the kind of learning we would hope for, for all our students – a passion that is ignited and turns into knowledge that is grown, developed, and shared. In this sense, it is inquiry – asking questions and taking the required steps to answer them – that is at the heart of learning. Read More »
A new Mathematica report examines the test-based impact of The Equity Project (TEP), a New York City charter school serving grades 5-8. TEP opened up for the 2009-10 school year, receiving national attention mostly due to one unusual policy: They paid teachers $125,000 per year, regardless of experience and education, in addition to annual bonuses (up to $25,000) for returning teachers. TEP largely makes up for these unusually high salary costs by minimizing the number of administrators and maintaining larger class sizes.
As is typical of Mathematica, the TEP analysis is thorough and well-done. The school’s students’ performance is compared to that of similar peers with a comparable probability of enrolling in TEP, as identified with propensity scores. In general, the study’s results were quite positive. Although there were statistically discernible negative impacts of attendance for TEP’s first cohort of students during their first two years, the cumulative estimated test-based impact was significant, positive and educationally meaningful after three and four years of attendance. As always, the estimated effect was stronger in math than in reading (estimated effect sizes for the former were very large in magnitude). The Mathematica researchers also present analyses on student attrition, which did not appear to bias the estimates substantially, and they also show that their primary results are robust when using alternative specifications (e.g., different matching techniques, score transformations, etc.).
Now we get to the tricky questions about these results: What caused them and what can be learned as a result? That’s the big issue with charter analyses in general (and with research on many other interventions): One can almost never separate the “why” from the “what” with any degree of confidence. And TEP, with its “flagship policy” of high teacher salaries, which might appeal to all “sides” in the education policy debate, provides an interesting example in this respect. Read More »
Our guest authors today are Kara S. Finnigan, Associate Professor at the Warner School of Education at the University of Rochester, and Alan J. Daly, Professor and Chair of Education Studies at the University of California San Diego. Finnigan and Daly recently co-edited Using Research Evidence in Education: From the Schoolhouse Door to Capitol Hill (Springer, 2014), which explores the use and diffusion of different types of evidence across levels of the educational system. This column is part of The Social Side of Reform Shanker Blog series.
“All the world’s a stage, and all the men and women merely players; they have their exits and their entrances.” William Shakespeare – As You Like It
All too often in districts under intense accountability pressures, exits and entrances happen frequently and repeatedly. One might conceptualize the work of district reform as a play in which actors are beginning to learn their lines and block places on the stage but, just as the play is underway, some key actors leave and others join, causing disruption to the performance. Now, if all of those who leave or join have smaller roles, the disruption may be less extreme, but if most are lead actors or the director or even the head of costume design, you’d likely have to push back opening night. Read More »
In this “Where We Stand” column, which was printed in the New York Times on March 27, 1983, Al Shanker quotes historian Paul Gagnon to argue that we need to think long-term about the purposes of public schooling and agree on a carefully chosen set of education reform priorities. Failing this, they warn, the U.S. will forever be caught in a churn of futile, quick-fix reform initiatives.
It never fails. Whenever there’s an educational problem, there’s always an attempt to solve it with a quick fix. The current problem – the shortage of science and math teachers – is no exception. A quick fix just won’t work. Of course, there are a few things that can be done to ease the problem. The most promising short-run idea is to encourage teachers already teaching in other fields but who have a good background in math and science to switch.
But we won’t solve the problem until we know why we have one. It is not just that private industry pays more. It’s that there aren’t enough students graduating from college in these fields to satisfy the needs of business and the teaching profession. Most students stay away from math and science in college because they didn’t get enough of a background in high school. Why? Because math and science course are more difficult than many electives, and most high school students, given a choice between tough courses and easy ones, choose the latter. And it doesn’t start there. It goes back to elementary school, and not just with respect to math and science but with the ability to read problems and think them through … willingness to discipline oneself, to work long and hard. Read More »
** Reprinted here in the Washington Post
Our guest authors today are Carrie R. Leana, George H. Love Professor of Organizations and Management, Professor of Business Administration, Medicine, and Public and International Affairs, and Director of the Center for Health and Care Work, at the University of Pittsburgh, and Frits K. Pil, Professor of Business Administration at the Katz Graduate School of Business and research scientist at the Learning Research and Development Center, at the University of Pittsburgh. This column is part of The Social Side of Reform Shanker Blog series.
Most current models of school reform focus on teacher accountability for student performance measured via standardized tests, “improved” curricula, and what economists label “human capital” – e.g., factors such as teacher experience, subject knowledge and pedagogical skills. But our research over many years in several large school districts suggests that if students are to show real and sustained learning, schools must also foster what sociologists label “social capital” – the value embedded in relations among teachers, and between teachers and school administrators. Social capital is the glue that holds a school together. It complements teacher skill, it enhances teachers’ individual classroom efforts, and it enables collective commitment to bring about school-wide change.
We are professors at a leading Business School who have conducted research in a broad array of settings, ranging from steel mills and auto plants to insurance offices, banks, and even nursing homes. We examine how formal and informal work practices enhance organizational learning and performance. What we have found over and over again is that, regardless of context, organizational success rarely stems from the latest technology or a few exemplary individuals. Read More »
Our guest author today is Bill Penuel, professor of educational psychology and learning sciences at the University of Colorado Boulder. He leads the National Center for Research in Policy and Practice, which investigates how school and district leaders use research in decision-making. Bill is co-Principal Investigator of the Research+Practice Collaboratory (funded by the National Science Foundation) and of a study about research use in research-practice partnerships (supported by the William T. Grant Foundation). This is the second of two posts on research-practice partnerships – read the part one here; both posts are part of The Social Side of Reform Shanker Blog series.
In my first post on research-practice partnerships, I highlighted the need for partnerships and pointed to some potential benefits of long-term collaborations between researchers and practitioners. But how do you know when an arrangement between researchers and practitioners is a research-practice partnership? Where can people go to learn about how to form and sustain research-practice partnerships? Who funds this work?
In this post I answer these questions and point to some resources researchers and practitioners can use to develop and sustain partnerships. Read More »
In observing all the recent controversy surrounding the Common Core State Standards (CCSS), I have noticed that one of the frequent criticisms from one of the anti-CCSS camps, particularly since the first rounds of results from CCSS-aligned tests have started to be released, is that the standards are going to be used to label more schools as “failing,” and thus ramp up the test-based accountability regime in U.S. public education.
As someone who is very receptive to a sensible, well-designed dose of test-based accountability, but sees so little of it in current policy, I am more than sympathetic to concerns about the proliferation and misuse of high-stakes testing. On the other hand, anti-CCSS arguments that focus on testing or testing results are not really arguments against the standards per se. They also strike me as ironic, as they are based on the same flawed assumptions that critics of high-stakes testing should be opposing.
Standards themselves are about students. They dictate what students should know at different points in their progression through the K-12 system. Testing whether students meet those standards makes sense, but how we use those test results is not dictated by the standards. Nor do standards require us to set bars for “proficient,” “advanced,” etc., using the tests. Read More »
Uplifting Leadership, Andrew Hargreaves’ new book with coauthors Alan Boyle and Alma Harris, is based on a seven-year international study, and illustrates how leaders from diverse organizations were able to lift up their teams by harnessing and balancing qualities that we often view as opposites, such as dreaming and action, creativity and discipline, measurement and meaningfulness, and so on.
Chapter three, Collaboration With Competition, was particularly interesting to me and relevant to our series, “The Social Side of Reform.” In that series, we’ve been highlighting research that emphasizes the value of collaboration and considers extreme competition to be counterproductive. But, is that always the case? Can collaboration and competition live under the same roof and, in combination, promote systemic improvement? Could, for example, different types of schools serving (or competing for) the same students work in cooperative ways for the greater good of their communities?
Hargreaves and colleagues believe that establishing this environment is difficult but possible, and that it has already happened in some places. In fact, Al Shanker was one of the first proponents of a model that bears some similarity. In this post, I highlight some ideas and illustrations from Uplifting Leadership and tie them to Shanker’s own vision of how charter schools, conceived as idea incubators and, eventually, as innovations within the public school system, could potentially lift all students and the entire system, from the bottom up, one group of teachers at a time. Read More »
In the most simplistic portrayal of the education policy landscape, one of the “sides” is a group of people who are referred to as “reformers.” Though far from monolithic, these people tend to advocate for test-based accountability, charters/choice, overhauling teacher personnel rules, and other related policies, with a particular focus on high expectations, competition and measurement. They also frequently see themselves as in opposition to teachers’ unions.
Most of the “reformers” I have met and spoken with are not quite so easy to categorize. They are also thoughtful and open to dialogue, even when we disagree. And, at least in my experience, there is far more common ground than one might expect.
Nevertheless, I believe that this “movement” (to whatever degree you can characterize it in those terms) may be doomed to stall out in the long run, not because their ideas are all bad, and certainly not because they lack the political skills and resources to get their policies enacted. Rather, they risk failure for a simple reason: They too often make promises that they cannot keep. Read More »
A couple of weeks ago, the New York State Education Department (NYSED) released data from the first year of the state’s new teacher and principal evaluation system (called the “Annual Professional Performance Review,” or APPR). In what has become a familiar pattern, this prompted a wave of criticism from advocates, much of it focused on the proportion of teachers in the state to receive the lowest ratings.
To be clear, evaluation systems that produce non-credible results should be examined and improved, and that includes those that put implausible proportions of teachers in the highest and lowest categories. Much of the commentary surrounding this and other issues has been thoughtful and measured. As usual, though, there have been some oversimplified reactions, as exemplified by this piece on the APPR results from Students First NY (SFNY).
SFNY notes what it considers to be the low proportion of teachers rated “ineffective,” and points out that there was more differentiation across rating categories for the state growth measure (worth 20 percent of teachers’ final scores), compared with the local “student learning” measure (20 percent) and the classroom observation components (60 percent). Based on this, they conclude that New York’s “state test is the only reliable measure of teacher performance” (they are actually talking about validity, not reliability, but we’ll let that go). Again, this argument is not representative of the commentary surrounding the APPR results, but let’s use it as a springboard for making a few points, most of which are not particularly original. (UPDATE: After publication of this post, SFNY changed the headline of their piece from “the only reliable measure of teacher performance” to “the most reliable measure of teacher performance.”) Read More »
Our guest author today is Bill Penuel, professor of educational psychology and learning sciences at the University of Colorado Boulder. He leads the National Center for Research in Policy and Practice, which investigates how school and district leaders use research in decision-making. Bill is co-Principal Investigator of the Research+Practice Collaboratory (funded by the National Science Foundation) and of a study about research use in research-practice partnerships (supported by the William T. Grant Foundation). This is the first of two posts on research-practice partnerships; both are part of The Social Side of Reform Shanker Blog series.
Policymakers are asking a lot of public school teachers these days, especially when it comes to the shifts in teaching and assessment required to implement new, ambitious standards for student learning. Teachers want and need more time and support to make these shifts. A big question is: What kinds of support and guidance can educational research and researchers provide?
Unfortunately, that question is not easy to answer. Most educational researchers spend much of their time answering questions that are of more interest to other researchers than to practitioners. Even if researchers did focus on questions of interest to practitioners, teachers and teacher leaders need answers more quickly than researchers can provide them. And when researchers and practitioners do try to work together on problems of practice, it takes a while for them to get on the same page about what those problems are and how to solve them. It’s almost as if researchers and practitioners occupy two different cultural worlds. Read More »
Our guest authors today are Alan J. Daly, Professor and Chair of Education Studies at the University of California San Diego, and Kara S. Finnigan, Associate Professor at the Warner School of Education at the University of Rochester. Daly and Finnigan have published numerous articles on social network analysis in education and recently co-edited Using Research Evidence in Education: From the Schoolhouse Door to Capitol Hill (Springer, 2014), which explores the use and diffusion of different types of evidence across levels of the educational system.
Teacher evaluation is a hotly contested topic, with vigorous debate happening around issues of testing, measurement, and what is considered ‘important’ in terms of student learning, not to mention the potential high stakes decisions that may be made as a result of these assessments. At its best, this discussion has reinvigorated a national dialogue around teaching practice and research; at its worst it has polarized and entrenched stakeholder groups into rigid camps. How is it we can avoid the calcification of opinion and continue a constructive dialogue around this important and complex issue?
One way, as we suggest here, is to continue to discuss alternatives around teacher evaluation, and to be thoughtful about the role of social interactions in student outcomes, particularly as it relates to the current conversation around valued added models. It is in this spirit that we ask: Is there a ‘social side’ to a teacher’s ability to add value to their students’ growth and, if so, what are the implications for current teacher evaluation models? Read More »
This is the third post in a series on “The Social Side Of Reform”, exploring the idea that relationships, social capital, and social networks matter in lasting, systemic educational improvement. For more on this series, click here.
In recent posts (here and here), we have been arguing that social capital — social relations and the resources that can be accessed through them (e.g., support, knowledge) — is an enormously important component of educational improvement. In fact, I have suggested that understanding and promoting social capital in schools may be as promising as focusing on personnel (or human capital) policies such as teacher evaluation, compensation and so on.
My sense is that many teachers and principals support this argument, but I am also very interested in making the case to those who may disagree. I doubt very many people would disagree with the idea that relationships matter, but perhaps there are more than a few skeptics when it comes to how much they matter, and especially to whether or not social capital can be as powerful and practical a policy lever as human capital.
In other words, there are, most likely, those who view social capital as something that cannot really be leveraged cost-effectively with policy intervention toward any significant impact, in no small part because it focuses on promoting things that already happen and/or that cannot be mandated. For example, teachers already spend time together and cannot/should not be required to do so more often, at least not to an extent that would make a difference for student outcomes (although this could be said of almost any policy). Read More »