PowerPoint Effective vs Ineffective.ppts

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1. Effective versus Ineffective Schools:
Observable Differences
in the Classroom
CHARLES TEDDLIE – Louisiana State University
PEGGY C. KIRBY – University of New Orleans
SAM STRINGFIELD – Northwest Regional Educational Laboratory

2. Rosenshine’s 14 Indicators
of an Effective School
Time on task
Daily review
Presentation of new content
Initial student practice
Independent practice
Weekly/monthly review
Teacher expectations
Positive reinforcement
Student progress evaluation
Lesson plans
Number of interruptions
Discipline
Ambience
Physical characteristics of
the room

3. Necessary Instructional Functions
of an Effective Teacher
Review of previous learning
Proper presentation of new material
Guided group practice
Appropriate feedback and correctives
Guided independent practice
Periodic review

4. Outlier Approach
Uses a mathematical model to predict school-
level student achievement
Based on factors such as socioeconomic status
School is effective if actual achievement is
higher than expected achievement.
School is ineffective if actual achievement is
lower than expected achievement.

5. Sample Pool
Consisted of 13 school systems
Obtained 3
rd
grade scores of state basic skills
test in reading
Mean scores reported over 2 years
Regression models were developed based on
various factors

6. Observations
Teachers were rated by 2 observers
Four different ratings: effective, weak,
ineffective, and not observed
Not observable ratings were eliminated

7. Procedure
Each school was visited 3 days in the fall and 3
days in the spring
Each observer visited 3
rd
grade classrooms at
least once a day
116 separate classes were visited
Notes were recorded one minute after class
began

8. Results of an Effective School
Strong leadership
Leadership was knowledgeable of innovation in
classrooms
Exposure to new and creative ideas
Effective use of time
Academic bulletin board themes

9. Results of an Ineffective School
Strong leadership, but was never seen in
classrooms
Lack of time spent on academics
Little planning time for instruction
Teachers spent too much time in lounge
Poor appearance of teachers
Nonacademic bulletin board themes

10. What makes the
effective school different?
The principal insisted on a clear, present
academic focus.
Teachers were interested in how well their
students mastered basic skills.
There was a prominent display of symbols of
academic excellence.
School emphasized interactive teaching in the
classrooms.

11. Conclusion
Teachers in more effective schools
consistently displayed more of the
effective teaching behaviors than do
teachers in less effective schools.