"Of all the factors studied – things like location of building, ethnic make-up of schools, differential class size, variability among kids in the classroom – all of these things pale in comparison to the magnitude of teacher effect," according to William Sanders, a University of Tennessee statistician who for the past eight years has measured student achievement and the effect of teachers and schools on academic progress for the state of Tennessee.

He goes on to say, "Differences in teacher effectiveness is the single largest factor affecting academic growth of a population of kids. Period. None of these other factors come anywhere close to that."

The ultimate purpose of any school is the success and achievement of its students. Therefore, any efforts that are made must improve student achievement. Improving student achievement boils down to the teacher. What the teacher knows and can do in the classroom is the most important factor resulting in student achievement. Substantial evidence (Greenwald, Hedges, & Laine, 1996) shows that teacher qualification is tied to student achievement. Studies that use value-added student achievement data have found that student achievement gains are much more influenced by a student's assigned teacher than other factors like class size and class composition (Darling-Hammond & Youngs, 2002). Effective teachers manage to produce better achievement regardless of which curriculum materials, pedagogical approach, or reading program is selected (Allington, 2003).

Hanushek, Kain, and Rivkin (2001) found that the magnitude of the teacher effect is striking. Based on research in Texas, the importance of having an effective teacher instead of an average teacher for four or five years in a row could essentially close the gap in math performance between students from low-income and high-income households. When he was at the University of Tennessee, Sanders (1996) concluded that the children who had the most effective teachers three years in a row posted academic achievement gains that were 54% higher than the gains of children who had the least effective teachers three years in a row. (“Teacher quality key in student progress.” (06/05/00) Issues in Education)

Principal leadership is one of several defining factors in school effectiveness. It is second only to classroom teaching. The research on this point is powerful. For example, the Chicago Panel on School Policy’s study of five years of school reform in that city found that “the most distinguishing feature of improving [as compared to stable or declining] schools was [that] they were led continuously by strong principals who had a vision of improvement for their school.” According to one national analysis of 15 years of research on school leadership, an outstanding principal “exercises a measurable though indirect effect on school effectiveness and student achievement.” (Jonathan Schnur. (2002). An Outstanding Principal in Every School. National Council on Teacher Quality)

Reports from both the National Reading Panel and the No Child Left Behind Act of 2001 (NCLB) have emphasized the importance of choosing an instructional tool that is built on scientifically based research. Direct instruction is based on more than 40 years of research and is proven to be the most effective instructional tool available to our schools. (Project Follow-Through)

One of the primary goals of the Responsive Professional Development model is assisting our Partners in building internal capacity for ongoing growth and success.. Essential to reaching that goal is the establishment and support of a leadership team. The Journal of Educational Research, July 2005, states: “Our findings suggest…the manner in which faculty members work together as a group is also influential, particularly in high poverty schools. Professional educators have little control over school or district demographics. However, teachers and administrators have significant control over the way they work together as a group. The results of this study suggest that if faculty members work to become more trusting, cooperative and work oriented as a group, student learning and performance will increase.” 

These factors are also clearly linked to raising student achievement. Our Responsive Professional Development Model™ including the Responsive Coaching Model™ empowers educators to support the belief that ALL students (and teachers) can learn at high levels and meet universal standards.