How do you apply research about teacher
effectiveness in your classroom decisions?
Not exact matches
In the daily bustle of the
classroom, teachers can't hit pause to evaluate the
effectiveness of every
decision they make.
Decisions about licensure, and presumably tenure, would be based on — and here's where things get tricky — «observations of candidates» performance
in real - time
classroom settings and demonstrated
effectiveness in supporting students» academic growth.»
Does the state require tenure
decisions to be based on evidence of
classroom effectiveness, rather than the number of years
in the
classroom?
On this note, and «[i] n sum, recent research on value added tells us that, by using data from student perceptions,
classroom observations, and test score growth, we can obtain credible evidence [albeit weakly related evidence, referring to the Bill & Melinda Gates Foundation's MET studies] of the relative
effectiveness of a set of teachers who teach similar kids [emphasis added] under similar conditions [emphasis added]... [Although] if a district administrator uses data like that collected
in MET, we can anticipate that an attempt to classify teachers for personnel
decisions will be characterized by intolerably high error rates [emphasis added].
But often when we reviewed curriculum
in our
classrooms, set - up pilots, and ultimately decided on an instructional purchase, we sought out «research - based» options to guide our choices and
decisions — and assumed strong research - based curriculum meant strong evidence of
effectiveness.
Specifically, performance management strategies can aid schools
in effectively using data at the school and
classroom levels to improve instruction and learning, monitor progress toward goals, and evaluate the
effectiveness of
decisions.