Elementary schools with clusters of three or more NBCTs demonstrate greater strength on 7 of 12 essential supports measures¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2 · i1 small
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i1 Elementary schools with NBCT clusters show significantly higher scores on teacher influence, collective responsibility, reflective dialogue, innovation, school commitment, teacher-teacher trust, and parent involvement, controlling for demographic differences. → Hart 2008 q2 i1 High schools with NBCT clusters show stronger teacher-principal trust than non-cluster schools, but teachers report less teacher-parent interaction. → Hart 2008 (2)

Evidence¶

Hart 2008¶

Hart, H. M., Sporte, S. E., Ponisciak, S. M., Stevens, W. D., & Cambronne, A. (2008). Teacher and Principal Leadership in Chicago: Ongoing Analyses of Preparation Programs. Consortium on Chicago School Research, University of Chicago. https://consortium.uchicago.edu/publications/teacher-and-principal-leadership-chicago-ongoing-analyses-preparation-programs

q2 · i1 · associational · r2

Analysis of CCSR 2007 teacher survey data comparing 44 elementary cluster schools to non-cluster schools on essential supports measures, controlling for teacher and school characteristics. Effect sizes in Table 5 range from .13 to .36 standard deviation units.

"Elementary schools with clusters of three or more NBCTs demonstrated greater strength in 7 out of 12 essential supports measures, when compared to other schools, even taking into account underlying demographic and other differences."

Hart 2008 (2)¶

Hart, H. M., Sporte, S. E., Ponisciak, S. M., Stevens, W. D., & Cambronne, A. (2008). Teacher and Principal Leadership in Chicago: Ongoing Analyses of Preparation Programs. Consortium on Chicago School Research, University of Chicago. https://consortium.uchicago.edu/publications/teacher-and-principal-leadership-chicago-ongoing-analyses-preparation-programs

q2 · i1 · associational · r2

Analysis of CCSR 2007 teacher survey data for 16 high schools with NBCT clusters; teacher-principal trust effect size .38 in Table 5. The chapter also reports teachers in cluster high schools reported less teacher-parent interaction (effect size -.13).

"Among high schools, only teacher-principal trust was stronger for the cluster schools."

Discussion¶

Related Claims¶

• The five essential supports reinforce each other and depend on a school environment infused with mutual trust — related
• Two LAUNCH elementary schools with NBCT clusters showed significantly positive differences on 8 of 16 school measures — related
• Schools with teams of Fund-supported leaders and NBCT clusters show few differences from other schools — reports the opposite
• High schools with clusters of at least three NBCTs score higher on professional capacity measures — related
• Student learning improves most where multiple related essential supports are implemented and evaluated — related
• Elementary schools with clusters of board-certified teachers and candidates showed higher teacher influence, innovation, and slightly higher collective responsibility — related
• School organizational supports are associated with more interactive and less didactic instruction — related
• Principal leadership, school orientation toward innovation, and teacher professional community promote professional development quality, with mutual reinforcement — related
• High-trust schools are hypothesized to show greater teacher commitment, orientation to innovation, parent outreach, and collective responsibility — related
• No significant differences in one-year learning gains between schools with NBCT clusters and similar schools — related