Variations in Teachers’ Work, Lives and Effectiveness

1 Variations in Teachers work , Lives and EffectivenessChristopher Day [1], Gordon Stobart [2], Pam Sammons [1],Alison Kington [1], Qing Gu [1],Rebecca Smees [2] and Tamjid Mujtaba [2][1] School of Education, University of Nottingham[2] London Institute of EducationResearch Report RR743 RESEARCH i Research Report No 743 Variations in Teachers work , Lives and Effectiveness Christopher Day [1], Gordon Stobart [2], Pam Sammons [1], Alison Kington [1], Qing Gu [1], Rebecca Smees [2] and Tamjid Mujtaba [2] [1] School of Education, University of Nottingham [2] London Institute of Education The views expressed in this report are the authors and do not necessarily reflect those of the Department for Education and Skills.

2 Crown Copyright 2006 ISBN 1 84478 728 1 i Table of Contents Page Index of Figures and Tables iii Executive Summary vi PART ONE: Chapter 1 1 Introduction 1 Design of the study 11 Conclusion 34 PART TWO: Chapter 2 The Teachers and The Pupils 35 Introduction 35 Conclusion 46 Chapter 3 Hypotheses and Definitions 47 Introduction 47 Hypotheses 47 Definition of terms 48 Conclusion 52 PART THREE: Variations in Effectiveness Chapter 4 Relative Effectiveness .

3 Using value added approaches to explore pupil attainment and progress 5354 Introduction 54 Multilevel Modelling, Contextualised Value Added Attainment Results 62 Summary of key findings 78 Chapter 5 Professional Life Phases 82 Introduction 82 Findings 86 The dynamic nature of professional life phases 118 Conclusion 120 Chapter 6 Continuing Professional Development (CPD) 123 Introduction 123 Findings 124 Conclusion 140 Chapter 7 The Emotional Contexts of Teaching: teacher identities 142 Introduction 142 ii Findings 154 The interactive nature of identity Scenarios 182 Conclusion 185 PART FOUR: Chapter 8 Commitment and Resilience.

4 How teachers sustain their Effectiveness 188 Introduction 188 Commitment and Resilience: Variations in VITAE teachers Effectiveness 221 Conclusions: How teachers sustain their commitment, resilience and Effectiveness 236 PART FIVE: Chapter 9 Associations Between Variations in Teachers work , Lives and Effectiveness : Summary of Key Messages and Core Messages 242 Introduction 242 Variations in Effectiveness 243 Moderating Factors in Teachers work , Lives and Effectiveness 244 teacher Identities and Effectiveness 248 Mediating Influences on Teachers work , Lives and Effectiveness 251 The Influence of Pupils 253 School Leaders, Colleagues and Effectiveness 254 work and Life Interaction (Well-Being)

5 And Effectiveness 255 Continuing Professional Development and Effectiveness 256 Commitment, Resilience and Effectiveness 257 Conclusions 259 Core Messages 261 References 264 Appendices I Appendix 1 Summary of Working Papers I Appendix 2 Technical Report on Value Added Analysis of Pupil Key Stage Outcomes Across Three Cohorts IV Appendix 3 Examples of Transition Teachers (Professional Life Phase) XVI Appendix 4 Professional Life Phase Illustrations XVIII iii Index of Figures and Tables Chapter 1 Figures Figure : Relational and Relative Effectiveness Figure : Hypothesised initial model of factors contributing to Variations in teacher Effectiveness Figure : Teachers' selves as factors moderating Effectiveness Figure : Data sources and types Figure : Summary of sampling design Figure : Case Study Primary Teachers Compared to National Profile Numbers of Years in Service Figure : Case Study Secondary Teachers Compared to National Profile Numbers of Years in Service Figure.

6 Case Study Primary Schools Compared to National Profile Numbers of Pupils on Roll Figure : Case Study Secondary Schools Compared to National Profile Numbers of Pupils on Roll Tables Table : Primary schools case study matrix (75 schools) Banded performance at KS 2 (level 2 and above) Table : Secondary schools case study matrix (25 schools) Banded performance at KS 3 (level 5 and above) Table : Timetable of data collection methods Table : Size of primary schools in case study sample compared to national figures Table : Size of secondary schools in case study sample compared to national figures Table : Primary school pupils eligibility for free school meals compared to national figures Table : Secondary school pupils eligibility for free school meals compared to national figures Chapter 4 Tables Table : Categorisation of contexualised residuals Table : The numbers of pupils, classes and school in the multilevel analysis Table : Child and school factors significantly related to attainment (Year 2) Table : Child and school factors significantly related to progress after control for prior attainment (Years 6 and 9) Table : Intra school correlations Maths and English value-added results for Year 6 and Year 9 teachers Table : Distribution of Value Added results for Year 6 and 9 outcomes Table : Relationships between teachers relative Effectiveness (value-added) across cohorts 1 and 2 for the Year 6 sample Table.

7 Relationships between teachers relative Effectiveness (value-added) across cohorts 1 and 2 for the Year 9 sample (controlling for class ability level) Table : Comparison of relative Effectiveness in English and maths Year 6 teachers (cohort 1) Table : Comparison of relative Effectiveness in English and maths Year 6 teachers (cohort 2) Table : Number and Gender of Teachers with Value Added Results for at least one of the first two cohorts iv Table : Percentage of Teachers with Value Added Results for both Year Cohorts Table : Numbers of Broadly More Effective and Less Effective Teachers in Cohorts 1 and 2 by Year group Chapter 5 Figures Figure : Developing Efficacy (0-3) (N=15) Figure : Reduced Efficacy (0-3) N=10) Figure : Variations in levels of commitment (4-7) (N=75) Figure : Key influences on teachers with growing identity, increased efficacy (4-7) (N=36) Figure : Key influences on teachers who had sustained a moderate level of efficacy (4-7) (N=23) Figure : Key influences on teachers whose identity and efficacy are at risk (4-7) (N=15) Figure : Variations in levels of commitment (8-15) (N=86) Figure : Key influences on teachers with sustained engagement (8-15) (N=62) Figure : Key influences on teachers with decreased motivation (8-15) (N=20) Figure.

8 Key influences on teachers with sustained Motivation (16-23) (N=23) Figure : Key influences on teachers with decreased motivation (16-23) (N=6) Figure : Variations in levels of commitment (16-23) (N=46) Figure : Variations in levels of commitment (24-30) (N=52) Figure : Key influences on teachers with sustaining motivation (24-30) (N=28) Figure : Key influences on teachers who are holding on but losing motivation (24-30) (N=24) Figure : Key influences on teachers who felt tired and trapped (31+) (N=8) Figure : Key influences on teachers who sustained commitment (31+) (N=14) Figure : Key influences on teachers who felt tired and trapped (31+) (N=8) Figure : Variations in levels of motivation (31+) (N=22) Chapter 6 Figures Figure : Summary of Teachers Positive Experiences of CPD Figure : Q17. How satisfied are you with the extent you get time to reflect on your teaching?

9 (By professional life phase) Figure : Q18. How satisfied are you with the time and opportunity to learn with and from colleagues? (By professional life phase) Figure : CPD Dimensions and Professional life phase 0-3 Figure : CPD Dimensions and Professional life phase 4-7 Figure : CPD Dimensions and Professional life phase 8-15 Figure : CPD Dimensions and Professional life phase 16-23 Figure : CPD Dimensions and Professional life phase 24-30 Figure : CPD Dimensions and Professional life phase 31+ Figure : Q14. How satisfied are you with your overall current CPD opportunities (by FSM band)? Figure : Q19. How satisfied are you with the balance of professional development opportunities your school has supported to meet your needs and those the school? Figure : Q17. How satisfied are you with the extent to which you get time to reflect on your teaching?

10 Figure : CPD Dimensions and FSM (0-3) Figure : CPD Dimensions and FSM (4-7) v Figure : CPD Dimensions and FSM (8-15) Figure : CPD Dimensions and FSM (16-23) Figure : CPD Dimensions and FSM (24-30) Figure : CPD Dimensions and FSM (31+) Tables Table : Teachers Views of CPD by gender Chapter 7 Figures Figure Hypothesising Relationships between Variations and Effectiveness Figure : Scenario 1 dimensions in balance Figure : Scenario 2 one dominant dimension Figure : Scenario 3 two dominant dimensions Figure : Scenario 4 three conflicting dimensions Tables Table : Number of teachers in each Scenario Table : Summary of Scenario 1 characteristics Table : Summary of Scenario 2 characteristics Table : Summary of Scenario 3 characteristics Table : Summary of Scenario 4 characteristics Chapter 8 Figures Figure : Scenarios and resilience Figure : Scenarios and FSM Figure : Resilience and FSM Figure : Resilience and professional life phase Figure : Teachers Commitment by School Phase Figure : Teachers Commitment by Professional Life Phase Figure : Key Characteristics and Distribution of Primary and Secondary Teachers (8-15) Figure : School Contexts by teacher Scenarios Figure : teacher Professional Life Phase and Value Added Pupil Attainment (Cohort1) Figure : teacher Professional Life Phase and Value Added Pupil Attainment (Cohort2) Tables Table.