Education Week - November 12, 2014 - (Page 6)

SELECTION SKILLS Only a few studies, including the recent paper out of the University of Washington, have sought to document the links between specific teacher-hiring practices and K-12 academic improvement. "Teacher Characteristics and Student Achievement: Evidence From Teach For America" Working paper (2009) Will Dobbie, Harvard University >> FINDINGS: Teachers with high scores on some of Teach For America's selection criteria, such as leadership ability, were linked with improved student achievement in mathematics and, less so, in English/language arts. "Can You Recognize an Effective Teacher When You Recruit One?" Published in Educational Finance and Policy (2011) Jonah E. Rockoff, Columbia University; Brian A. Jacob, University of Michigan; Thomas J. Kane, Harvard University; Douglas O. Staiger, Dartmouth College >> FINDINGS: New York City teachers' performance on a commercial screening instrument, and on a test of pedagogicalcontent knowledge in math, appeared to be modestly correlated with student outcomes. Teachers with a specific set of cognitive or noncognitive skills appeared to be somewhat more effective, on average, than their peers. "Screen Twice, Cut Once: Assessing the Predictive Validity of Teacher Selection Tools" Working paper (2014) Dan Goldhaber, Cyrus Grout, Nick Huntington-Klein Center for Education Data & Research, University of Washington Bothell >> FINDINGS: Teachers selected on the basis of a two-step process for screening résumés and recommendations for such attributes as flexibility, experience, and instructional skills were associated with higher student test scores and better retention rates. Study: Close Screening Process Can Improve Teacher Hires Recommendations seen as key source management techniques, ability to work with colleagues, and instructional skill can pay off in academicachievement gains. By Stephen Sawchuk Districts could boost their ability to hire teachers who help students learn more and who stay on the job longer by improving their screening techniques, a newly released working paper concludes. Based on an analysis of teacherhiring practices in the Spokane, Wash., school district, the research suggests that systematically culling candidates' recommendations to get a better sense of their classroomThe 29,000-student district's hiring process, developed in-house 10 years ago, is far from a silver bullet, but the results it's been getting are significant. In math, the effect is potentially equivalent to selecting teachers whose performance mirrors that of a typical third-year teacher rather than a first-year teacher. And given that attempts to dismiss teachers are time-intensive and costly, especially after they've been given tenure, improvements in hiring show a lot of promise, said Dan Goldhaber, a research professor at the University of Washington Bothell and one of three scholars who conducted the study. "Hiring by school systems in this country looks to be pretty ad hoc," Mr. Goldhaber said. "Despite a lot of rhetoric about the impending teacher shortage, districts have a lot of choice about who to hire, and it doesn't look like there's much evidence that they systematically make good choices." Two-Tiered Screening In the annals of education research, teacher-hiring systems remain relatively understudied, despite the huge attention paid to teacher quality in recent years. Only a few research studies have found links between teacher-hiring practices and student-achievement outcomes. The Spokane district uses a twowhere past & present create the future Xiu Cravens analyzes educational reform policies particularly related to the organizational and cultural contexts of schools in the United States and other countries in the world. A native of China, she was instrumental in organizing the Educational Leadership Learning Exchange, a collaboration of Peabody College, South China Normal University, and Metro Nashville Public Schools. "The global context in which schools find themselves will continue to increase in importance." -Xiu Cravens, Ph.D. Associate Dean for International Affairs, Assistant Professor of the Practice, Dept. of Leadership, Policy and Organizations JOIN OUR TIMELINE. peabody.vanderbilt.edu 6 | EDUCATION WEEK | November 12, 2014 | www.edweek.org #VUPeabody tiered system for hiring candidates. First, its central human resources office scores applicants on a 21-point scale by examining their résumés for experience and skills and reviewing recommendations from supervisors. Next, principals request lists of candidates who have met a particular cutoff score, and then use a detailed, 60-point evaluation tool to look through those documents for evidence of such attributes as flexibility, experience, and instructional skills to select prospects to bring in for interviews. For the study, the researchers looked at some 4,200 teacher applications in the district from 2009 to 2012. Where possible, the authors linked that information to teachers' retention rates and their value-added results, which examine teachers' impact on students' test-score growth. The researchers analyzed results for teachers who passed each step of the hiring process, and compared the results of teachers who were hired by Spokane with those of educators who were not but went on to teach in different Washington state districts. Predictive Power The researchers found that each of the two hiring stages had some predictive power in terms of student achievement. Most of that effect seemed to have been driven by specific components. For the 21-point screening, the candidates' recommendations showed a statistically significant correlation with teacher effectiveness in math. For the 60-point scale, points for classroommanagement skills were correlated with effectiveness in both reading and math instruction; high rankings on flexibility and instructional skill were linked to increases in math. Overall, an increase of one standard deviation on the 60-point screening was associated with 0.03 and 0.07 percent improvements in students' test scores in reading and math, respectively. The figure for math is roughly equivalent to the difference in effectiveness between the average novice teacher and one with about three years' experience, Mr. Goldhaber said. In addition, the one-standard-deviation increase also predicted a decrease in teacher attrition of about 2.5 percentage points. The screening results did not predict, though, whether the teachers hired were more likely or less likely to have absences from work. Accelerating the Process Tennille Jeffries-Simmons, the district's chief human resources officer, said she's pleased that the hiring system is helping identify effective teachers. Now she hopes to shorten the process from three to four weeks down to about a week. "Our biggest interest is to speed up the time it takes to move through the process without losing any of the effectiveness that this study has shown that we have," Ms. JeffriesSimmons said. "We want to be as competitive as possible, and the speed with which we're able to access talented candidates is a huge component of that." Thomas J. Kane, a professor of education and economics at the Harvard Graduate School of Education, seconded the study's overall conclusion that hiring processes deserve more attention. "Any information that can help you identify effectiveness before a teacher is on the payroll is very valuable," he said. Still, other innovations-like asking prospective teachers to give demonstration lessons-should also be considered and studied for their ties to achievement, he added. The study cautions that districts that try to emulate Spokane's system might not have the same results, because of variations in the highly localized teacher labor market. Districts with fewer applicants, or those that face more competition for teachers, might not have the ability to be as choosy as Spokane, it notes. Coverage of policy efforts to improve the teaching profession is supported by a grant from the Joyce Foundation, at www.joycefdn.org/Programs/Education. Education Week retains sole editorial control over the content of this coverage. Scan this tag with your smartphone for a link to "Screen Twice, Cut Once: Assessing the Predictive Validity of Teacher Selection Tools." www.edweek.org/links http://www.joycefdn.org/Programs/Education http://peabody.vanderbilt.edu http://www.edweek.org/links http://www.edweek.org

Table of Contents for the Digital Edition of Education Week - November 12, 2014

Education Week - November 12, 2014
Republicans Enhance State-Level Advantage
Broad Poverty Index Gives Fuller Picture Of Stressed Schools
Chromebooks Gaining Popularity in Districts
Key Obama Priorities Facing Lack of Allies
Contents
News in Brief
Report Roundup
Study: Close Screening Process Can Improve Teacher Hires
Study Finds Few Payoffs in Short-Term Career Certificates
Blogs of the Week
Chromebooks Ascend in K-12 Market to Challenge iPads
Perceived Threat to Net Neutrality Sparks Furor
GOP Leaders in Congress Outline Education Priorities
More Than $60 Million Later, Scant Payoff for Teachers’ Unions
California Chief’s Win a Bright Spot For Teachers’ Unions
Election 2014 Results
Blogs of the Week
RANDI WEINGARTEN: Collaboration Takes Two
FATIMA GOSS GRAVES: Overlooked and in Need: Black Female Students
JOE FELDMAN: Grading Standards Can Elevate Teaching
Letters
TopSchoolJobs Recruitment Marketplace
APRIL BO WANG: What About Helping Rural Schools?

Education Week - November 12, 2014

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http://ew.edweek.org/nxtbooks/epe/ew_09262012
http://ew.edweek.org/nxtbooks/epe/ew_09192012
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http://ew.edweek.org/nxtbooks/epe/ew_test
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http://www.nxtbookMEDIA.com