This review of teaching standards in six states—California, Florida, Illinois, North Carolina, Ohio, and Texas—focuses on the structure, target audience, and selected content of the standards to inform California’s revision of its teaching standards. The report was developed at the request of key education agencies in California.
California is revising its state teaching standards. This report, developed at the request of key education agencies in California, provides an overview of the teaching standards in five states—Florida, Illinois, North Carolina, Ohio, and Texas—purposefully selected to inform California’s revision process. California’s current teaching standards are also reviewed as a point of comparison. The review focuses on the structure and target audience of the states’ teaching standards, as well as on selected content. Three questions guided the research:
• What is the target group of teachers for the teaching standards?
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• What is the structure of the teaching standards?
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• To what extent do the state teaching standards address instruction of English language learner students, instruction of students with disabilities, use of education technology, and instruction in the context of accountability and student learning standards?
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Key findings of the review, which entailed examining each state’s teaching standards and supporting documents, include the following:
• California, Florida, Illinois,, North Carolina and Ohio have developed their teaching standards to cover all teachers, from beginning to experienced. Texas has developed its teaching standards expressly for beginning teachers. The states’ teaching standards address instruction of English language learner students through the following topics: recognition or support of diversity (5 states), differentiation of instruction for English language learner students (5 states), knowledge of related theory or strategies (4 states), communication with students and families (3 states), assessment of students’ language status and development (2 states), and selection of related materials or curricula (1 state).
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• Instruction of students with disabilities is addressed through several topics in the state teaching standards reviewed for this report: differentiated instruction (5 states), inclusion (4 states), collaboration with Individualized Education Program teams and other stakeholders (4 states), students’ rights (3 states), patterns or styles of learning (2 states), identification of students with disabilities (2 states), teachers’ attitudes and self-assessment (1 state), and assessment of students with disabilities (1 state).
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• The use of technology in the classroom was addressed through the following topics: effective integration into instruction (6 states), conventions for accessing or managing information (4 states), use of technology to assess students (3 states), identification of technology and evaluation of its instructional value (3 states), teachers’ demonstration of competence with or interest in technology (3 states), use of assistive technology for students with disabilities (2 states), and use of technology for collaboration or communication (2 states).
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• • The teaching standards considered accountability and student learning standards through four topics: teachers’ knowledge and understanding of state learning standards (4 states), use of learning standards to plan instruction (3 states), delivery of standards-based instruction (3 states), and assessment of students’ progress toward meeting the state learning standards (3 states).
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Complete report:
http://ies.ed.gov/ncee/edlabs/regions/west/pdf/REL_2009075.pdf
The most effective teachers are in a class of their own
These are the latest findings of research funded in primary and secondary schools by the Economic and Social Research Council (ESRC) into what makes good teachers even better.
The two year Effective Classroom Practice (ECP) was conducted by Professor Christopher Day, Professor Pam Sammons and Dr Alison Kington at the School of Education University of Nottingham from 2006-2008 and funded by ESRC.
The principal investigator, Professor Christopher Day believes the research provides a unique picture of the more effective teacher.
"More effective teachers create a positive climate for learning by challenging pupils' ideas, inspiring them, being more innovative in their practice and differentiating amongst pupils according to their abilities and interests where appropriate". This means, according to Professor Day, "Pupils have more control over and engagement in their learning and more opportunities for success".
The results show the best teachers are not necessarily those with the most experience. They are the ones with enthusiasm for their work, high aspirations for the success of every pupil, positive relations, high motivation, commitment and resilience. Combining good knowledge of their subject and teaching practice and providing support tailored to the individual needs of each child, these teachers focus on building self esteem, engendering trust and maintaining respect.
The two-year study built on previous work by the research team on the work, lives and effectiveness of 300 teachers to investigate the classroom practice of teachers from schools whose pupil exam results were either typical or better than expected. It involved 81 teachers (45 primary and 36 secondary), 38 head teachers and 3,000 pupils and included a series of teacher and pupil questionnaires, observations of classroom practice and post-observation tools to allow in-depth probing of issues relating to data strands, such as teacher effectiveness, leadership issues, teacher identity, professional life phase and teacher efficacy3.
"By including the collection and analysis of different kinds of observational data it was possible to get below the surface", he explained, "to reveal the interactions between classroom practice, teacher characteristics, professional life phase, school contexts and effectiveness as defined by pupils' context value added scores which take account of prior learning and a range of socio economic factors, together with teacher and pupil perceptions of effectiveness".
The main impact relating to teaching practice has been for training and development purposes. The research points to the importance of providing teachers in service with structured, regular opportunities to reflect on their roles and classroom practices and learn from examples of best practice in a variety of school and classroom settings. It points to the value of classroom observation and feedback as part of this process.
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