Feedback on Alignment and Support for Teachers Study

• In Event: College- and Career-Readiness Standards Implementation at the National, State, District, and Classroom Levels

Abstract

Objectives
The Feedback on Alignment and Support for Teachers (FAST) program is designed to support teachers in better understanding and providing instruction aligned to their state’s college-and career-ready standards. The FAST Study examines the impact of the program on fourth-grade math and fifth-grade English language Arts (ELA) teachers’ instruction and their students’ learning.

Perspectives
For roughly three decades, standards-based reforms have been a core element of state and federal efforts to improve education through policy (National Commission on Excellence in Education, 1983; Smith & O’Day, 1991). Content standards are at the heart of standards-based reform and are intended to spell out what students should know and be able to do. There is considerable evidence that standards-based reform can improve instruction, academic rigor, and student learning (e.g., Center on Education Policy, 2007; Dee & Jacob, 2011; Hamilton et al.,2007; Le Floch et al., 2007; Stecher et al., 2008; Taylor et al., 2010). Many scholars believe that if standards-based reform is done right, it can lead teachers to change their practice in positive ways (Bishop & Mane, 1999; Borko & Elliott, 1999; Wolf & McIver, 1999) and promote student learning (Hannaway, 2003; Porter, 2000). Standards-based reform should be supported with coherent curriculum materials and professional development (Clune, 1993; Smith & O’Day, 1991). The FAST program provides this support.

Methods and Data Collection
The program includes:
1. Personalized Coaching. Teachers meet with FAST coaches individually and as part of school-based, grade-level teams to discuss the content of their instruction and identify ways to strengthen the alignment of their instruction to state standards.
2. Resources to Support Reflection. Teachers use the logs that were developed in the measurement study and video recordings of instruction to support reflection on alignment of instruction to state standards. Both are access through an online portal and form the basis of discussion with the FAST coach. Upon completing a log, teachers receive a real-time report on instructional alignment. FAST coaches review videos and select short clips for reflection.
3. Library of Resources. The portal includes a library of resources to support teachers in designing instruction aligned to state standards for all students. Teachers and coaches examine these resources during their meetings.
We have been piloting the program and interviewed participants and coaches every month to learn what is working and what is not.

Results
Analysis of the interviews revealed that teachers found the conversations with the coach valuable to instruction, particularly those involving the videos. The interviews also revealed ways in which the instructional logs could be improved to support reflection and improvement. We are making changes to the program and will now investigate the impact of the program on the alignment of teachers’ instruction to state standards and student achievement. To do so, we are conducting a two-year randomized controlled trial with fourth-grade math and fifth-grade ELA teachers in 60 schools in districts spanning several states. The study will be conducted during the 2017-18 and 2018-19 school years.

Authors

• Michael S. Garet, American Institutes for Research

• Toni M. Smith, American Institutes for Research