Yesterday I described the Gates Foundation's
Measuring Effective Teachers (MET) project as «an expensive flop.»
On Tuesday afternoon in Phoenix, the Gates Foundation released the third and final component of
the Measuring Effective Teachers project, a gargantuan effort spearheaded by Harvard economist Thomas Kane.
So it is no accident that the release of the third and final round of reports from the Gates Foundation's
Measuring Effective Teachers project was greeted with the following headline in the Washington Post: «Gates Foundation study: We've figured out what makes a good teacher,» or this similarly humble claim in the Denver Post: «Denver schools, Gates foundation identify what makes effective teacher.»
Understanding the Gates Foundation's
Measuring Effective Teachers project [blog post].
Not exact matches
If a
teacher receives a rating of Developing in
Measures of Student Learning and
Effective in Observations, the final rating would be
Effective.
Recentanalysis by the
Measures of Effective Teaching (MET) project found that teachers» student survey results are predictive of student achievement gains and produce more consistent results than classroom observations or achievement gain m
Measures of
Effective Teaching (MET) project found that
teachers» student survey results are predictive of student achievement gains and produce more consistent results than classroom observations or achievement gain
measuresmeasures.
Teachers rated highly
effective using only the State - provided growth
measure faired even better.
Recent analysis by the
Measures of Effective Teaching (MET) project found that teachers» student survey results are predictive of student achievement gains and produce more consistent results than classroom observations or achievement gain m
Measures of
Effective Teaching (MET) project found that
teachers» student survey results are predictive of student achievement gains and produce more consistent results than classroom observations or achievement gain
measuresmeasures.
SYRACUSE, N.Y. — Gov. Andrew Cuomo on Monday vetoed legislation meant to slow down the implementation of new
teacher evaluations after the first round of the
measures declared nearly every
teacher in New York «
effective» or «highly
effective» in the classroom.
Most of us would like to think we are doing the best to stay healthy as individuals, but some of the most
effective preventative
measures are initiated at a national level by government — based on the best available evidence and research — and need to be taken up by all sectors of society including
teachers, employers, designers, and businesses.
While previous studies have shown that this student - centered method can be more
effective than
teacher - led instruction, Wieman says this study attempted to provide «a particularly clean comparison... to
measure exactly what can be learned inside the classroom.»
Two other studies — one involving 79 pairs of
teachers in Los Angeles (which I wrote with Douglas Staiger) and the
Measures of
Effective Teaching study involving 1,591
teachers in six different school districts (which I wrote with Dan McCaffrey, Trey Miller and Douglas Staiger)-- randomly assigned
teachers to different groups of students within a grade and subject in a school.
Given all this, it is perhaps unsurprising that the biggest ever study on
teacher evaluation, the
Measures of
Effective Teaching Project (MET), revealed that even the very best observation approaches had limited success in identifying the
teachers also associated with the highest gains in pupil attainment.
Kate Copping - Westgarth Primary School, Victoria Using Data to Develop Collaborative Practice and Improve Student Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to
measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria
Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania
Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Australia
For instance, in the
Measures of
Effective Teaching project, we learned that even with trained raters, a single observation of a single lesson is an unreliable
measure of a
teacher's practice.
We then tested whether the
teachers who had been identified as more
effective using the value - added
measures had students who achieved more following random assignment.
IMPACT's features are broadly consistent with emerging best - practice design principles informed by the
Measures of
Effective Teaching project, and are intended to drive improvements in
teacher quality and student achievement (see «Capturing the Dimensions of
Effective Teaching,» features, Fall 2012).
After extensive research on
teacher evaluation procedures, the
Measures of Effective Teaching Project mentions three different measures to provide teachers with feedback for growth: (1) classroom observations by peer - colleagues using validated scales such as the Framework for Teaching or the Classroom Assessment Scoring System, further described in Gathering Feedback for Teaching (PDF) and Learning About Teaching (PDF), (2) student evaluations using the Tripod survey developed by Ron Ferguson from Harvard, which measures students» perceptions of teachers» ability to care, control, clarify, challenge, captivate, confer, and consolidate, and (3) growth in student learning based on standardized test scores over multipl
Measures of
Effective Teaching Project mentions three different
measures to provide teachers with feedback for growth: (1) classroom observations by peer - colleagues using validated scales such as the Framework for Teaching or the Classroom Assessment Scoring System, further described in Gathering Feedback for Teaching (PDF) and Learning About Teaching (PDF), (2) student evaluations using the Tripod survey developed by Ron Ferguson from Harvard, which measures students» perceptions of teachers» ability to care, control, clarify, challenge, captivate, confer, and consolidate, and (3) growth in student learning based on standardized test scores over multipl
measures to provide
teachers with feedback for growth: (1) classroom observations by peer - colleagues using validated scales such as the Framework for Teaching or the Classroom Assessment Scoring System, further described in Gathering Feedback for Teaching (PDF) and Learning About Teaching (PDF), (2) student evaluations using the Tripod survey developed by Ron Ferguson from Harvard, which
measures students» perceptions of teachers» ability to care, control, clarify, challenge, captivate, confer, and consolidate, and (3) growth in student learning based on standardized test scores over multipl
measures students» perceptions of
teachers» ability to care, control, clarify, challenge, captivate, confer, and consolidate, and (3) growth in student learning based on standardized test scores over multiple years.
A composite
measure on
teacher effectiveness drawing on all three of those
measures, and tested through a random - assignment experiment, closely predicted how much a high - performing group of teachers would successfully boost their students» standardized - test scores, concludes the series of new papers, part of the massive Measures of Effective Teaching study launched more than three ye
measures, and tested through a random - assignment experiment, closely predicted how much a high - performing group of
teachers would successfully boost their students» standardized - test scores, concludes the series of new papers, part of the massive
Measures of Effective Teaching study launched more than three ye
Measures of
Effective Teaching study launched more than three years ago.
We first use this method to
measure the effects on
teachers scoring directly above or below the «minimally
effective /
effective» threshold in 2010 11.
The
Measures of
Effective Teaching initiative was meant to identify great
teachers and help improve teaching techniques.
We found no evidence, however, that the
teachers to whom students in the G&T program were assigned were any more
effective, as
measured by their impact on student test scores.
The winning states are making dramatic changes in how they do business — adopting common standards and assessments, building data systems that
measure student growth and success, retaining
effective teachers and principals, and turning around their lowest performing schools.
The Gates folks are using science to improve the
measures of student progress and to identify what makes a more
effective teacher.
This kind of methodology has helped the field gain significant insights, such as the importance of
teachers asking open - ended questions, and how better to evaluate
teachers» practice, à la the Gates - funded
Measures of
Effective Teaching initiative.
• In the
Measures of
Effective Teaching Project, students were surveyed about many dimensions of the instruction they received and these were correlated with their
teachers» value - added estimates.
The new version of the law, he said, will need to ensure
effective teachers and principals for underperforming schools, expand learning time, and devise an accountability system that
measures individual student progress and uses data to inform instruction and
teacher evaluation.
The same stance characterized the Gates Foundation's
Measures of Effective Teaching report last winter, with its effort to gauge the utility of various teacher evaluation strategies (student feedback, observation, etc.) based upon how closely they approximated value - added m
Measures of
Effective Teaching report last winter, with its effort to gauge the utility of various
teacher evaluation strategies (student feedback, observation, etc.) based upon how closely they approximated value - added
measuresmeasures.
That's why we need an education agenda that strategically recruits, retains, and rewards the most
effective teachers and principals; that builds incredibly high standards; that develops rigorous and useful assessments to
measure progress against those standards; that builds data systems that allow
teachers, principals, students, and parents to quickly and conveniently access those data for everyday use; and that focuses on dramatic intervention within our country's lowest - performing schools.
And centralized
teacher - evaluation systems being pioneered by the Gates Foundation in their
Measures of
Effective Teaching effort were supposed to impose meaningful consequences for failure to perform well on those metrics.
In previous research using the 2003 principal survey data (see «When Principals Rate
Teachers,» research, Spring 2006), we found that principals in the district are usually able to identify the most and least effective teachers in their schools, as measured by their students» academic p
Teachers,» research, Spring 2006), we found that principals in the district are usually able to identify the most and least
effective teachers in their schools, as measured by their students» academic p
teachers in their schools, as
measured by their students» academic progress.
In the largest study of instructional practice ever undertaken, the Bill & Melinda Gates Foundation's
Measures of
Effective Teaching (MET) project is searching for tools to save the world from perfunctory
teacher evaluations.
Just because these skills are hard to
measure and are not captured directly on any state test need not imply that
effective teachers are ignoring them.
Despite persuasive evidence suggesting that a high - quality curriculum is a more cost -
effective means of improving student outcomes than many more - popular ed - reform
measures, such as merit pay for
teachers or reducing class size, states have largely ignored curriculum reform.
In essence, TAP provides a detailed plan for how
teachers can be
effective in the classroom, furnishes a formula to evaluate all
teachers, and links positive evaluations along with achievement - growth
measures to bonus pay.
Looking back, I can see that my colleagues and I were struggling to counteract powerful tendencies that work against high student achievement in urban schools: If
teachers work in isolation, if there isn't
effective teamwork, if the curriculum is undefined and weakly aligned with tests, if there are low expectations, if a negative culture prevails, if the principal is constantly distracted by nonacademic matters, if the school does not
measure and analyze student outcomes, and if the staff lacks a coherent overall improvement plan — then students fall further and further behind, and the achievement gap becomes a chasm.
We compared a principal's assessment of how
effective a
teacher is at raising student reading or math achievement, one of the specific items principals were asked about, with that
teacher's actual ability to do so as
measured by their value added, the difference in student achievement that we can attribute to the
teacher.
Although better principals may also attract and hire more -
effective teachers, the absence of reliable quality
measures for new
teachers and the fact that many principals have little control over new hires lead us to focus specifically on turnover.
Determining whether
teachers are
effective also means
measuring the results of what they do in the classroom (as opposed to being highly qualified, which is more a résumé of certifications and degrees).
We find a positive correlation between a principal's assessment of how
effective a
teacher is at raising student achievement and that
teacher's success in doing so as
measured by the value - added approach: 0.32 for reading and 0.36 for math.
Districts from California to Texas to North Carolina are tapping into these new funds to address two of the thorniest issues in education today: how to develop fair and accurate ways to
measure effective teaching, and how to find sustainable strategies to balance the distribution of experienced
teachers, who now tend to be disproportionately represented in high - performing (and typically more affluent) schools.
Second, test - based
measures by themselves offer little guidance for redesigning
teacher training or targeting professional development; they allow one to identify particularly
effective teachers, but not to determine the specific practices responsible for their success.
The next round must get to
measuring teacher effectiveness based on student achievement, promoting professional development that is based on research and
effective practice and improves performance, providing incentives for
teachers who are
effective, and requiring removal of
teachers who, even with solid professional development, can't or don't improve.
Because an accountability test that supports teaching is focused on only a very limited number of challenging curricular aims, a student's mastery of each subject can be meaningfully
measured, letting
teachers determine how
effective their instruction has been.
First - of - its - kind study
measures college instructor quality
Effective teachers boost grades and test scores, in both their own and subsequent courses
«Extensive research shows that... valid and reliable
measures of
teacher effectiveness,» have yet to be generated, she says, blithely putting on ignore important work by Thomas Kane, Eric Hanushek, and Raj Chetty and his colleagues, which shows that students learn in any given year somewhere between 10 and 20 percent of a standard deviation more if they have an especially
effective teacher rather than a very ineffective one.
When you're using any
measure — student achievement or a classroom observation — to infer whether or not a given
teacher is
effective, you obviously want to control for students» prior achievement.
The ETS is very upfront about the issues surrounding the use of
teacher - licensure tests and entry tests as a
measure of
teacher quality, but it also points out that doing so does make sense, because using this kind of test can show that, as it says, «an individual has acquired a level of knowledge that is acceptable for licensing a beginning
teacher, and that
teachers without this knowledge are unlikely to become
effective teachers.»
In sum, regardless of our
measure of
effective teaching or exemplary scholarship, we find that top
teachers are no more or less likely to be especially productive scholars than their less accomplished teaching peers.
How much money is spent, and where, who is hired or fired, how we promote
effective teaching, how we
measure education outcomes, and more — all are affected by the relative power of the
teachers unions at any given moment.