The Teacher Quality Index

A Protocol for Teacher Selection

James H. Stronge, Jennifer L. Hindman

• Publisher: ASCD
• Year: 2006
• ISBN:
  9781416618409
• Topic: Education
• Subtopic: Education General

We know that teachers make a profound difference in the lives of students and are the single most important school-related influence on student achievement. When it comes to teacher selection, district and building-level administrators are challenged to predict what kind of teacher a candidate will be, based on information collected through an application and one or two interviews.

In this book, James H. Stronge and Jennifer L. Hindman explain how to take the guesswork out of hiring decisions. Their Teacher Quality Index (TQI) is a structured, research-based interview protocol built on the quality indicators explored in Stronge's best-selling Qualities of Effective Teachers. Here, educators with hiring responsibilities will find interview questions that reveal what they most need to know about teacher candidates and question-specific, descriptive rubrics that support consistent evaluation of candidates' responses. The Teacher Quality Index is the easiest, most reliable way to see that new hires possess both the personal qualities essential to effective teachers and the requisite proficiencies in classroom management, instructional planning and delivery, and the monitoring of student progress and potential.

An accompanying CD-ROM provides forms and scoring rubrics for both screening interviews and building-based interviews. The question sets are presented in multiple configurations: variations for experienced and novice teachers as well as "interviewer's choice" formats, which allow for additional customization. Protocol guidelines, succinct discussions of underlying research, and response-rating exercises ensure readers will come away with the rationale, know-how, and tools to implement this teacher-selection process and, ultimately, increase the overall effectiveness of their teaching staff.

Note: This product listing is for the Adobe Acrobat (PDF) version of the book.

Part I

Foundations

of the

Teacher Quality Index

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Chapter 1

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Teacher Quality and Teacher Selection

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Teacher recruitment is the process of providing an adequate number of quality applicants. Teacher selection is the process of choosing only high-quality employees from among the assembled applicants. Hiring, supporting, and sustaining effective teachers is one of the most important responsibilities of school leaders, perhaps the most important responsibility. If we believe that teaching and learning are the core of schooling, then we also understand why good teacher selection is absolutely indispensable to high-achieving schools. And for those of us in the United States, identifying and selecting highly qualified individuals to facilitate learning in a productive and academically enriching classroom environment is integral to satisfying the need for capable teachers and fulfilling the requirements of No Child Left Behind.

An examination of the historical context of teacher effectiveness reveals that concern about capable teachers is not a new development. Studies on the qualities of effective teachers in the 1920s focused on personality traits. Today, such studies focus on teaching methods, behavior toward student learning, mastery of competencies, professional decision making, and interaction of pedagological and subject area knowledge (Lederman & Niess, 2001). Of the various conceptual lenses that can be used to consider teacher quality, accountability is the most prominent—meaning the focus tends to be teacher competence and the importance of providing evidence of effectiveness (Yin & Kwok, 1999). And to consider teacher effectiveness, we need to address the following issues:

• The quality indicators of effective teachers
• The connection between teacher quality and teacher selection
• The importance of connecting teacher quality to teacher selection

The Quality Indicators of Effective Teachers

The term "teacher effectiveness"—some definitions of which can be seen in Figure 1.1—is broadly used to identify attributes of what constitutes a good teacher, but it is also dependent upon who is considering the concept. As we use the term throughout this book, teacher effectiveness is a set of experiences, traits, behaviors, and dispositions that are typically evident in effective teachers. Words such as ideal, analytical, dutiful, competent, expert, reflective, satisfying, diversity-responsible, and respectful have been used to describe good teachers (Cruickshank & Haefele, 2001). As demonstrated by this range of adjectives, "There is surprisingly little consensus on how to define a qualified teacher" (Ingersoll, 2001, p. 42).

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Figure 1.1. Definitions of Teacher Effectiveness

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No Child Left Behind has established a working definition of a qualified teacher as a teacher who is certified in the area in which he or she is teaching. Yet there are other measures of quality to consider beyond the federal guidelines, including student achievement, stakeholders' perspectives, and performance ratings. Teacher effectiveness is like beauty; it is often in the eye of the beholder when people recall a special teacher. In doing so, former students often use words like caring, intelligent, fair, funny, competent, and understanding. Combining what we know from experience with research findings helps to identify integral components that are common in most effective teachers. One way to synthesize the extant research on key attributes, behaviors, and dispositions of effective teachers is to consider six domains—or areas—of teacher effectiveness described by Stronge (2002) in the ASCD publication Qualities of Effective Teachers:

• Prerequisites of effective teaching
• The teacher as a person (i.e., personal attributes)
• Classroom management and organization
• Planning for instruction
• Implementing instruction (i.e., instructional delivery)
• Monitoring student progress and potential (i.e., student assessment and student expectations)

Let's examine each of the six areas.

Prerequisites of Effective Teaching

Prerequisites are attributes teachers bring with them to the classroom. Included among key prerequisite qualities are verbal ability, content knowledge, education coursework, teacher certification, and teaching experience.

Verbal Ability. Teachers make connections with their students through words and actions. A teacher's verbal ability has a positive effect on student achievement, as the ability to communicate content knowledge and belief in students is vital to teaching and learning (Darling-Hammond, 2000b; Haberman, 1995b; Hanushek, 1971).

Content Knowledge. A California study found that mathematics teachers who majored or minored in mathematics had students with higher test scores on the Stanford 9 Achievement Test (Fetler, 1999). The benefit of content-area preparation may be due to an intrinsic interest. Wenglinsky (2000) found that teachers with a major or minor in a subject are more likely to attend professional development offerings in that area and, subsequently, incorporate what they learn into instruction.

Education Coursework. In a study of 266 student teachers, educational coursework was a stronger predictor of student teaching performance than grade point average or National Teacher Exam specialty scores (Ferguson & Womack, 1993). Based on these findings, the authors wrote that increasing subject matter coursework and decreasing pedagogical work would be counterproductive, as there is a link between student achievement and teacher education coursework.

Teacher Certification. Teachers assigned to the area in which they are certified have been found to have more influence on student learning than uncertified teachers (Darling-Hammond, 2000b; Darling-Hammond, Berry, & Thoreson, 2001; Goldhaber & Brewer, 2000; Hawk, Coble, & Swanson, 1985; Laczko-Kerr & Berliner, 2002). For example, in a study comparing certified teachers who were licensed to teach mathematics with those licensed in another area, students taught by teachers instructing in their licensed field had higher levels of achievement (Hawk et al., 1985).

Teaching Experience. Experienced teachers have increased depth of understanding of the content and how to teach and apply it (Covino & Iwanicki, 1996). Additionally, experienced teachers are more effective with students due to their use of a wider variety of strategies (Glass, 2001). One study found that "schools with more experienced and more highly educated mathematics teachers tended to have higher achieving students" (Fetler, 1999, p. 9). This quality indicator does not necessarily mean that more years are better. Based on data from the Tennessee Value-Added Assessment System, Sanders and Rivers (1996) found that teachers' effectiveness increased through the first seven years of teaching and became flat by around year 10. (Note: The minimal teaching experience in Sanders' original work was three years.)

The Teacher as a Person

If students are to learn, they need to feel comfortable in their instructional environment. In that respect, the personal connection that an educator makes with students assists in creating a trusting and respectful relationship (Marzano, Pickering, & McTighe, 1993; McBer, 2000). The ability to relate to students and convey a sense that they are valued and that the teacher wants them to be there is vital (Haberman, 1995a). Effective teachers have been described as caring, enthusiastic, motivated, fair, respectful, reflective, and dedicated individuals with a sense of humor who interact well with students and colleagues (Black & Howard-Jones, 2000; Delaney, 1954; National Association of Secondary School Principals [NASSP], 1997; Peart & Campbell, 1999). In brief, teachers' effect on student learning is increased when students are taught by well-prepared professionals who integrate their knowledge of instruction with a deep sense of caring about the individual students they teach. As Sizer (1999) puts it, "We cannot teach students well if we do not know them well" (p. 6).

Classroom Management and Organization

Classroom management and organization encompass skills and approaches teachers use to establish and maintain a safe, orderly, and productive learning environment. There are fewer disruptions and off-task behaviors in effective teachers' classrooms (Stronge et al., 2003). Effective teachers cultivate a positive classroom environment for their students by working with students to ensure that routines, procedures, and expectations are clear; additionally, these teachers take more time at the start of the school year to work with students on creating a positive class climate where individuals are treated with respect and fairness (Covino & Iwanicki, 1996; Emmer, Evertson, & Anderson, 1980; Hoy & Hoy, 2003; Shellard & Protheroe, 2000). They actively teach students their roles, offer clear explanations and directions, rehearse expectations with students, and then give students opportunities to be successful in meeting those expectations (Covino & Iwanicki, 1996; Emmer et al., 1980).

When a discipline issue occurs, effective teachers are not thinking about what to do; they are responding in a predictable manner to the student behavior. In establishing a productive learning environment, effective teachers are recapturing instructional time that is often lost in administrative activities, discipline, and transitions (Hoy & Hoy, 2003). They remain actively involved in students' learning in an organized and positive classroom, as an organized and positive environment is associated with higher achievement gains (Education USA Special Report, n.d.).

Planning for Instruction

The area of planning for instruction offers insights into how effective teachers prioritize and organize instruction, allocate time, and set high expectations for student achievement and behavior. Effective teachers have knowledge about their content area, common student misconceptions, and available resources to use in the classroom (Buttram & Waters, 1997). They possess a deep understanding of the subject matter that facilitates their planning and instructional delivery (Rowan, Chiang, & Miller, 1997). Furthermore, they know how the curriculum relates to the content within the educational landscape (Educational Review Office, 1998). Additionally, they review instructional standards to guide decision making (Buttram & Waters, 1997). These teachers use long-range planning to map where instruction will go in combination with alignment of the curriculum to state and local standards (McEwan, 2001; Walker, 1998). They identify appropriate intended learning outcomes for their students and develop means to assess students on these outcomes during the planning process (Gronlund, 2003; Marzano et al., 1993).

An effective teacher plans for instruction by considering the overarching themes that can be addressed through "big questions" in particular units of study to provide clear and focused instruction in the classroom (Cotton, 2000; Johnson, 1997; McBer, 2000). The teacher incorporates a variety of instructional strategies and resources to facilitate learning and differentiate for student needs (Cunningham & Allington, 1999; Emmer et al., 1980; Mason, Schroeter, Combs, & Washington, 1992; McBer, 2000).

Implementing Instruction

The area of implementing instruction speaks to the nuts and bolts of what occurs in the classroom. Obviously, the way a teacher presents material influences how and how well a student learns it. Teaching is a complex task in which educators must determine the means to instruct students on the essential knowledge and skills to promote the acquisition of new knowledge and abilities (Langer, 2001). Effective teachers expect more from students and this, in turn, raises students' own expectations for success (Entwisle & Webster, 1973; Mason et al., 1992). They provide instruction in which students are actively engaged in minds-on and hands-on activities as they seek to construct meaning from the content while being supported by the teacher (Cunningham & Allington, 1999; Good & Brophy, 1997; Shellard & Protheroe, 2000; Wang, Haertel, & Walberg, 1994). The teacher is actively involved throughout the lesson, providing additional detail and monitoring and adjusting based on student feedback (Education USA Special Report, n.d.; Panasuk, Stone, & Todd, 2002).

Effective teachers know how to use instructional techniques, such as mastery learning and cooperative learning. When used appropriately, these strategies can result in student achievement that is at least one standard deviation higher than that of students taught without the use of the strategies (Bloom, 1984). Effective teachers use technology during instruction to offer more individualized student attention, to provide hands-on experiences, and to shift the focus from the teacher to the student (Dickson & Irving, 2002; Holahan, Jurkat, & Friedman, 2000). These educators also use the students' prior knowledge as a starting point with hands-on, inquiry-based approaches to facilitate increased levels of learning (Covino & Iwanicki, 1996). Furthermore, effective teachers use questioning effectively. They not only ask questions, but also teach students how to ask quality questions themselves with appropriate follow-ups for prompting, redirection, and clarification (Covino & Iwanicki, 1996). Instructional strategies are like transportation vehicles: there are many different types one can use to get to the destination. In the final analysis, effective delivery of instruction is a complex process full of decisions, deviations from the original lesson plan, and responses to student inquiry.

Monitoring Student Progress and Potential

The area of monitoring student progress and potential focuses on how a teacher knows that students have acquired knowledge and skills in a manner that allows pupils to demonstrate academic success. Effective teachers monitor student learning through a variety of informal and formal assessments and offer timely feedback to students (Cotton, 2000; Good & Brophy, 1997; Peart & Campbell, 1999). They check for student understanding throughout a lesson and adjust instruction based on the feedback (Guskey, 1996). These educators align assignments given to students, such as homewo...

Table of contents

• Cover
• Table of Contents
• Dedication
• Acknowledgments
• Introduction
• Part I. Foundations of the Teacher Quality Index
• Part II. Application of the Teacher Quality Index
• Appendix A. Teacher Quality Index Technical Information
• Appendix B. The Survey: Perceptions of School Leaders on Qualities of Effective Teachers
• References
• About the Authors
• CD-ROM Form Materials
• Related ASCD Resources
• Copyright