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Achievement Focus
Research-based, intentional, and reflective instruction leads to higher student achievement. That belief underpins everything Teachscape does. Teachscape works with its clients to consider the impact on student achievement at every stage of an engagement with a school or district as follows:
- What does the data say about student learning needs?
- Where are the gaps in instruction that are preventing a school or district from addressing those learning needs?
- What kind of ongoing professional learning and support do teachers and administrators need so that progress in student achievement can be ongoing and sustained?
- How does an instructional leader continuously support best practices in teaching that lead to student achievement?
- How does a classroom teacher make instructional decisions that raise student achievement?
Below are just a few examples from districts around the country of the positive impact on student achievement and/or teachers' instructional practices as a result of a collaborative engagement with Teachscape.
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Early Childhood Literacy
Teachscape partnered with CIRCLE (Center for Improving the Readiness of Children for Learning and Education) at the University of Texas, Houston, to develop and deliver a comprehensive professional development program to improve and support pre-K instruction in early literacy skills. Early results from this ongoing nationwide study show dramatic improvement in children's language skills and teachers' instructional practices.
Results:
In a September 1, 2004 published report to the Texas legislature, the CIRCLE study showed that in the first three months of the program (called TEEM), Spanish- and English-speaking children showed substantial gains in early literacy and language development.
In particular, children improved in the areas that are most likely to predict reading success: vocabulary, letter knowledge, and phonological knowledge. In English phonological awareness, the single most important predictor for reading success, children at nine of the 11 TEEM partnerships achieved, in just three months, knowledge of 65 to 73 percent of the phonological skills necessary for school readiness.
From the University of Texas report:
Teacher Results
"After starting off at the same point, teachers receiving the intervention (CIRCLE/TEEM) showed greater gains than 'business as usual' teachers in best practices, use of lesson plans, monitoring of children's learning, encouraging children's language, and in activities around print and letter knowledge, early writing, math, and phonological awareness" (p. 21). These changes were statistically significant.
Child Results
External assessments were conducted by testers who were unaware if the children were part of CIRCLE/TEEM or "business as usual" classes.
After 3.5 months:
"…the results showed that children receiving the intervention made greater gains than children in 'business as usual' classrooms in language development, vocabulary, phonological awareness, letter knowledge, and letter sounds" (p. 22).
In many of the classrooms, these differences were at statistically significant levels.
For more information on the Teachscape/CIRCLE project, visit the CIRCLE Web site at http://www.uth.tmc.edu/circle/index.html.
Mathematics
Teachscape's video case-based professional development programs for elementary and secondary math instruction were used in conjunction with The Concord Consortium's Seeing Math project during 2001–2005, leading to significant gains in student achievement and improvement in teaching practices in school districts around the country.
Results:
Edcentric, a third-party evaluation company, used both quantitative and qualitative methods to study the effect of Teachscape's online professional development on teachers' pedagogical content knowledge. Edcentric administered pre- and post-content knowledge tests for teachers, RIT-scaled content tests for students, and teacher interviews and surveys. Their studies found:
- Teachers made significant content area gains in modeling/formulating and transforming/manipulating as well as in pedagogy.
- Students whose teachers had participated in the Teachscape model achieved statistically significantly gains on RIT-scaled, standards-based math achievement tests (831 K–6 students were tested).
- Higher student gains were associated with higher teacher gains.
- The majority of teachers surveyed said that all six elements of the model—video case studies, expert commentary, the "diving in" activity, online activities, additional resources, and face-to-face professional discussions—were important, and most felt the video cases were the central and essential focus of the materials.
- Eight-five percent (85%) of teachers who used the materials reported that they had changed their teaching practices as a result of their involvement with the professional development program, as evidenced in their quotes below from the surveys administered by third-party evaluators:
"'Seeing Math' allowed me to identify and explore extremely important misconceptions that my sixth grade students had."
"Collaborating with other colleagues over the Internet and face to face has provided me with new approaches toward teaching [math content]."
"I am more aware of my questioning strategies and making an effort to ask more questions that will require students to think about and process the information, without always looking for the 'right' answer."
Standards-Based Curriculum and Instruction
The Center City Consortium of the Archdiocese of District Columbia contracted with Teachscape subsidiary Learning 24/7 to help teachers adopt a standards-based curriculum in which the teachers are the keepers of the standards, and the textbooks are used as resources. Working with at-elbow consultants and coaches, teachers and principals were assisted in implementing new standards.
Results:
Teams of teachers and principals were able to develop six "power standards" for each grade and to align those standards vertically across grades pre-K through 8. Teachers now gather routinely to discuss what's working for them in reaching the power standards. Principals across schools communicate daily to share ideas and strategies.
Read more about the Center City Consortium's standards-based project.
Decision-Making in Literacy Instruction
The Brevard County (FL) Public Schools and Teachscape partnered to provide a course of study called Decision Making for Effective Instruction to Title I teachers in grades K–6. The course was designed to study the relationship between instructional decision making and Brevard County's balanced literacy program. From February 22 through April 25, 2005, a Teachscape facilitator led a professional study group for 25 teachers at the Brevard County School Board's computer lab.
Results:
The course was structured as a blended model of face-to-face and facilitated online professional studies over several weeks. Each session provided classroom-based application activities, online discussions, a case study, and professional readings. Indicators of success, as determined from evaluations, demonstrated that the course:
- Offered teachers useful information that was both practical and directly applicable to their teaching role
- Promoted sustained use of professional development resources far beyond either the requirements or expectations
- Supported application of new knowledge and skills to the teachers' practice
- Enabled sharing and support across school sites
Facilitator Comments
"The course was successful in that it gave the teachers a clearer understanding of, and purpose for, administering and using meaningful and timely assessments."
"By the end of the course, [teachers] were able to engage in very meaningful and productive group or pair discussion activities. The teachers enjoyed sharing their classroom practice, successes, and challenges."
"The online work was exemplary. The discussion was deep and thoughtful. They [teachers] took the prompts very seriously. Online, they were a very reflective group and wrote quite lengthy responses."
Teacher Comments
"This course has refocused me on reflecting on what I am doing that is working and what I have let slide. Some things weren't working and needed to be let go, but some were worth the effort required and I need to make the effort to make them a habit. I have been revitalized and reenergized."
"I have slowed down the pace of my teaching and have focused more on student learning…. My classroom has become more student oriented. This course has forced me to reflect on my teaching a lot more."
"I have refocused on using assessment as the major tool in developing individual instruction."
"Taking this course has made me realize that I need to stop falling back into that comfort zone and get busy designing new lessons, activities, and stations that will benefit my students in a more whole-child approach."
"Since I began this class, I have refocused my instruction on what's needed by individual students in relation to the state standards as opposed to what standards do I need to teach."
Download the Brevard County Summary Report >Classroom Management Coaching
In March 2004, 20 coaches in Fairfax County, VA, underwent face-to-face and online training to coach 150 teachers through Teachscape's Beginning of the Year Classroom Management program of study. In addition to learning content, coaches learned how to successfully support teachers in an online environment. The participants (both coaches and teachers) were overwhelmingly positive about the content of the program of study and the online experience.
Results:
The course was structured as a blended model of face-to-face and facilitated online professional studies over several weeks. Each session provided classroom-based application activities, online discussions, a case study, and professional readings. Indicators of success, as determined from evaluations, demonstrated that the course:
Comments from Coaches
"Online learning is new to me, so I didn't really know what to expect. I love the flexibility to do assignments when and where I have the time. I also think the readily available and easy-to-access research notes are a real plus. They are concise yet meaningful."
"[I appreciate] having the opportunity to read others' work. This allows us to further our thinking and to make sure we are on track."
"Our facilitators have responded quickly to questions and concerns. I have never felt lost and alone because they have been right there."
Comments from Participants
"I don't get much time to visit other classrooms, so it will be nice to be in a virtual classroom. I think it will be great to get more ideas about classroom management, but I think the neatest part will be learning how to take this course online. I look forward to learning about new ways to use the computer, and hopefully I can apply those things in the classroom."
"I truly enjoyed the video [case study]. I felt like [the teacher] managed her first day so well… I paid close attention to how she managed any behavior issues."
"I still have a LONG way to go as far as management is concerned. I do know that being consistent is my biggest problem! I had a hard time knowing what I wanted in the beginning as far as routines and expectations and how to convey that to the kids. I'm looking forward to next year because I can start off knowing what I expect of my class. We've accomplished a lot this year by working together and talking about our bumps in the road."
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