Not exact matches
Another study will assess the impact
of different frequencies
of observations on teachers and whether teachers trained as
observers also improve their own
classroom practice.
Engaging others in the process will increase the frequency and breadth
of feedback conversations, reduce the inefficiencies
of relying on a single
observer, and create opportunities for more frequent, formative conversations about
classroom practice.
There is a second way in which value - added could be used as a screener — not
of teachers, but
of the
classroom observers who rate teacher
practice.
At the end
of the observation, the
observer wrote a summary addressing seven key features
of the
classroom ecology: (a) the general instructional approach used in the
classroom, instructional sequences observed, approaches to word recognition, vocabulary, and comprehension instruction; (b) curriculum materials used; (c) teacher's style
of interacting with the children; (d) teacher's grouping
practices, and activities
of children not with the teacher; (e) student engagement; (f)
classroom management; and (g)
classroom climate.
Each
of the data collection tools narrowly focus on specific effective
classroom practices — data can be collected by
observers in short
classroom visits
of 10 minutes or more and shared.