Meta Analytical Research

We have the research! Let’s update our practices! #Engage109

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“Many people die with their music still in them.”
– Oliver Wendell Holmes

As educators, it’s our job to help them find their music!

I think that the superintendent of schools should ensure that all children have access to educational opportunities despite decades of segregation and practices that have overtly and covertly separated children who learn differently.

Segregation due to race ended by law in 1954, but there have been other ‘segregationary’ practices – some well intentioned as well – like special education, exclusionary tracking, etc..

Often districts and schools practice “sifting” and “sorting” of students, these are practices that have, in general, led to disparate equity of educational opportunity across the schools, districts, states, and nation.

Regardless of evidence and research findings, many educational programs and practices still exist because school systems and leaders don’t understand how to manage change or because they are afraid to change.

When Public Law 94-142 (the special education law) was enacted in 1975, four main purposes were:

  • “to assure that all children with disabilities have available to them … a free appropriate public education which emphasizes special education and related services designed to meet their unique needs
  • to assure that the rights of children with disabilities and their parents … are protected
  • to assist States and localities to provide for the education of all children with disabilities
  • to assess and assure the effectiveness of efforts to educate all children with disabilities”

Source: Education for All Handicapped Children Act, 1975

The reality is that since 1975, many well intentioned educational programs for diverse learners ended up creating separate (but equal) “programs” and “service delivery models” for various learners.

I also think that it’s incumbent upon a superintendent to share the latest evidence, research, information, studies, etc. with his/her community to inform and improve practices.

I believe in the concept of innovation (changing for improvement).

You have probably heard about John Hattie. Specifically, you may have heard about his research on the factors that affect student achievement. Hattie uses effect sizes to show the relative impact of each factor. An effect size of 0.4 is regarded as average or typical. His work is ongoing. To my knowledge, his results were 1st published in 1999. They became well-known after he published a book in 2008 called Visible Learning. His results were last updated in late 2016. This Hattie effect size 2016 update summarizes these new findings in the context of what went before.

Despite overwhelming evidence to the contrary, see Hattie, et. al, for example, updated in 2016, many “mythological” and ineffective educational practices are still in place all over the school systems because “that’s the way it’s always been done“. Doing what’s right is not always popular – but we have no excuses for not doing what’s right.

The figures below show the latest findings from Hattie’s meta-analyses about the most effective instructional practices.  (I have written about Hattie‘s findings from time to time): (from the figures below, the concept of teacher credibility has an effect size of 0.90 and feedback has an effect size of 0.73, acceleration has an effect size of 0.68, for example).

Hattie’s studies have found that an effect size of 0.40 reflects the average impact of an intervention; those above 0.40 are more impactful. (click on the images below to go to the source)

Teacher Credibility Defined:

According to Hattie teacher credibility is vital to learning, and students are very perceptive about knowing which teachers can make a difference. There are four key factors of credibility: trust, competence, dynamism and immediacy. In an interview Hattie puts it like that: “If a teacher is not perceived as credible, the students just turn off.”

Examples for teacher credibility: Earn trust by showing trust towards pupils. Appear highly organised in the presentation of the subject matter. Develop a powerful style of speaking that uses few verbal hesitancies such as “OK” or “you know”. Reduce distance between teachers and students by moving or moving away from barriers (e.g., desk, podiums). Source: cie.asu.edu

The impact of a teacher on a student’s learning is so important that it’s arguably the most important duty of an administrator to select teachers who are predictive of excellence.

 

 

Goals to mathematics are 0.40-0.49 effect size
Play programs to preterm birth weight are 0.50-0.59 effect size
Teaching strategies to acceleration are 0.60-0.69 effect size
Feedback (0.73) to Teacher credibility (0.90) complete the list

The role of superintendent of schools is often a mysterious role. I have found that many people don’t really know what a superintendent actually does on a daily basis. Some think it’s like an “uber” principalship, others think it’s like a “CEO” of a corporation, and still others really have no idea. From time to time I write about what a superintendent does.

From my employment contract it states my responsibilities and duties as superintendent:

The Superintendent shall have charge of the administration of the schools under the direction of the Board; he shall be the chief executive officer for the Board; he shall recommend the selection, retention and dismissal of, and direct and assign, teachers and other employees of the School District under his supervision; he shall organize and direct the administrative and supervisory staff; he shall make recommendations to the Board concerning the budget, building plans, location of sites, and the selection of textbooks, instructional material, and courses of study; he shall direct the keeping of all records and accounts, and aid in the making of all reports, as required by the Board; he shall recommend rules, regulations, and procedures deemed necessary for the welfare of the School District; and, in general, he shall perform all other duties incident to the office of the Superintendent as the Board may delegate to him or as required by law.

 

Subsequent blog posts will reflect on the duties of a superintendent who must lead to ensure that ALL students receive high quality education with structures and systems supported by evidence. It’s time to stop doing what is easy and wrong! It’s time to do what is right – even when it makes people change.

 

Just because our school system was designed in 1893 does not mean that we should still act like it’s 1893!

Connecting Hattie’s Research to your own Beliefs and Journey

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“It isn’t the mountains ahead to climb that wear you out; it’s the pebble in your shoe.”
– Anonymous

Over the years I have sought out leaders in research and education so I can learn and grow and improve. One of my research/author heroes is Michael Fullan who writes a lot about culture and relationships and change as well as the forces that support and interfere with organizational change and growth. In this blog, I’ve written before about John Hattie’s research findings and “mindframes”.

Hattie’s “mind frames” and his research and findings and beliefs in “visible learning” underscore for me a number of things including how our EXPECTATIONS greatly matter as well as our communication greatly matters. Our refers to teachers, leaders, community members – really to everyone.

Some of the ways to “live out” these effective mind frames in real life and in real schools and other organizations can be found in feedback communication.

Effective feedback is the essence of formative assessment and it has a number of components (some listed below)
1. communicates desired goal
2. describes present position
3. clarifies understanding of gap between current and desired state develops an – shared language specifics understanding how to close the gap between current and desired results
4. given and sought continuously in a manner that is understood by the learner
5. is timely for updating strategy and status
6. developmental and not judgmental – celebrates progress toward success

As a way to help readers understand a bit more about my beliefs and background, and how my experiences and beliefs relate to Hattie’s findings and suggestions about mind frames and effect sizes of specific actions and interventions, I’m sharing a more autobiographical post than usual to briefly highlight my journey so far as well as the foundational beliefs I hold dear and have remained constant.

In 1993 I was selected to teach 8th grade social studies at Blackhawk Middle School in Bensenville Elementary School District #2 in Du Page County, Illinois. Since then my journey in public education has been filled with success, happiness, leadership, challenges, and fulfilment. In 2013 I became the superintendent of schools in Deerfield Public School District 109 in Lake County, Illinois. In between these many years I have had amazing experiences working with some of the finest teachers, administrators, Boards of Education, community leaders, and parents. While I am still learning – there is so much to learn in this “exponential” age of information, I am sharing my stories of success in leading change and moving systems from point A to point B in an effort to increase student learning and staff success!

For the past 20+ years I have had the good fortune of teaching children and adults in many capacities and roles. I have held the titles of teacher, coordinator, consultant, associate principal, principal, director, assistant superintendent, professor, and currently, superintendent of schools. In all of these roles I have been motivated by service to others and belief in the ability of others to succeed. Through connections I have been able to find success and bring out the best in others. In essence, my educational philosophy has always been:

Our complex society presents many challenges to people as they pass from childhood to adulthood. It is my firm belief that a strong educational foundation will support a person’s quest for success and prosperity. Young people are our windows to the future. Working with them has helped me see and consider their views as guideposts in decision making and planning. I am committed to preparing and to supporting our young citizens and their teachers for their future – and ours.

Through connections both personal and professional, I have been able to bring out the best in others and support their work in bringing out the best in others. Today’s world differs from yesterday’s world in that today we can connect with people in real time anytime. Today’s world differs from yesterday’s world in that our messages are received multiple ways all throughout the day. Gone are the days when one had to “wait for the mail” to arrive before knowing about this or that. Now we know about this and that before, during, and after it is all taking place.

As early as in 1995, I experimented with U.S. History Workshop where students were given voice and choice – with guidance, support, and direction – as they learned about U.S. History. I published an article in “The Councilor” (the official publication of the Illinois Council for the Social Studies), Volume 56, pages 11-25, title: “Planning Powerful and Engaging Social Studies: The U.S. History Workshop for Students” and in 2009 I published a few pages on classroom management in (Whitaker, T. (2009). The Ultimate Teacher. HCI, The Life Issues Publisher, www.hcibooks.com)

In 2005, when I was fortunate to publish my doctoral dissertation, I again discovered -this time through scientifically validated research methods- that student voice plays a statistically significant role in student learning. In every setting, my mission/vision/aim/guiding force/foundational philosophy is that students need their voice in order that their learning is maximized. Student voice in all grades, in all settings, in all environments. With guidance, structure, order, and facilitated learning environments, student learning and student satisfaction increases. Educational Reform – start asking, listening, considering, embracing, and adapting to STUDENT VOICE. While I focused so much attention on student voice, I did not realize that by sharing my own voice, by connecting, I was laying the groundwork for professionally leading in a culture of connectivity.

Looking back at the image above where Hattie’s meta analytical research found that the effect size of student expectations also referred to in his writing as self-reporting grades is 1.44, for more on Hattie, there are books, articles, publications, and links from my blog. The main points are for us to keep our eyes on the prize so to speak, raise our expectations – remove limits and obstacles – teach better, create more active learning spaces and allow our students to soar – using what we know and using what we believe -there are no limits!

It is incumbent upon us – public education leaders – to learn from research findings, apply interventions in the ways enumerated in the syntax of the research – and to cede some control to the students as we activate their learning and as we support their limitless growth and success!

Engage, Inspire, Empower