Still, teachers and administrators prefer that the emphasis be
on classroom observation as opposed to testing.
Not exact matches
«The tendency to base
classroom observation on the gender and race of the child may explain in part why those children are more frequently identified
as misbehaving and hence why there is a racial disparity in discipline,» added Walter S. Gilliam, director of The Edward Zigler Center in Child Development and Social Policy and associate professor of child psychiatry and psychology at the Yale Child Study Center.
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.
This file was updated
on September 4, 2106 to include a Level 1 and Level 2 vocabulary for differentiation across grade levels or
classrooms as well
as 4 new interactive notebook templates and a plant
observation log.
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 multiple years.
Schools operating under the alternative contract would be free to evaluate teachers based
on student performance and evaluation,
as well
as classroom observation and other evidence.
As educators who have spent over 20 years researching, observing and studying
classroom practice, we are even more convinced that many of the past practices in
classroom observation relied
on snapshot
observations made by supervisors with little professional or academic learning.
Illustrative of this, when we divided teachers into five equal - sized groups based
on the average prior academic achievement of their incoming students, we found that roughly three times
as many (29 %) of the teachers with the least prepared incoming students were identified
as low performing based
on classroom observations relative to teachers with the most prepared students incoming students (11 %).
When compared with such crude indicators, the combination of student achievement gains
on state tests, student surveys, and
classroom observations identified teachers with better outcomes
on every measure we tested: state tests and supplemental tests
as well
as more subjective measures, such
as student - reported effort and enjoyment in class.
Several studies, including our own, clearly demonstrate that teacher evaluation systems that are based
on a number of components, such
as classroom observation scores and test - score gains, are already much more effective at predicting future teacher performance than paper credentials and years of experience.
The larger point here, however, and the bigger problem for those trying to weaken the union grip
on the process, is that both the «locally selected» 20 % and the remaining 60 % (
classroom observation and professional growth),
as Lynch concludes, «must necessarily be determined through negotiations» with the union.
Teachers» average student - achievement gains based
on such tests are more volatile from year to year (which translates to lower reliability) and are only weakly related to other measures, such
as classroom observations and student surveys.
The achievement gains based
on that measure were more reliable measures of a teacher's practice (less variable across different classes taught by the same teacher) and were more closely related to other measures, such
as classroom observations and student surveys.
In her role
as Principal for the program, Simpson supported mentors and interns in the implementation of project - based assessments, facilitated planning meetings between mentor and intern teachers, and made daily
observations in
classrooms and provided feedback and support based
on those
observations to both mentors and interns.
Based
on such findings, many have characterized
classroom observation as a hopelessly flawed approach to assessing teacher effectiveness.
School leaders will be able to make retention decisions based
on valid measures such
as student - achievement growth and
classroom observations and student evaluations.
While this approach contrasts starkly with status quo «principal walk - through» styles of class
observation, its use is
on the rise in new and proposed evaluation systems in which rigorous
classroom observation is often combined with other measures, such
as teacher value - added based
on student test scores.
After decades of relying
on often - perfunctory
classroom observations to assess teacher performance, districts from Washington, D.C., to Los Angeles now evaluate many of their teachers based in part
on VA measures and, in some cases, use these measures
as a basis for differences in compensation.
Likewise, in a March 2011 Rutgers poll, 60 % of adults thought it would be «fair» to base teacher evaluations
on student results
on statewide tests
as well
as classroom observations, while 37 % thought it «unfair.»
Washington law requires principals who place a teacher
on probation (the first step for removal) to document
classroom observation of the teacher twice a month for 60 school days, which can take
as long
as three calendar months.
Known for research based
on classroom observations and analysis of reading materials, she has served
as a consultant to the states of California and Texas regarding textbook adoption and the National Commission
on Reading for Becoming a Nation of Readers.
Extensive
observation and assistance of regular teachers and student teaching are essential to give pre-service teachers the hands -
on experience in instruction and
classroom management,
as well
as self - confidence, that they need to be able to effectively teach diverse students
on their own.
We trained ourselves
as observers to reliably document instruction in the lessons we observed based
on our modification of Newmann «s assessment of authentic instruction.313 We recorded what we saw and heard
on an
observation form that included two main sections: 1) basic information about the context, details of the lesson, how class time was used, how students were organized for instruction and learning, the kinds of technology used during the lesson, and a description of any positive or negative features in the
classroom; and 2) assessments of instruction using four of Newmann's five standards of authentic instruction: higher order thinking, deep knowledge, substantive conversation, and connection to the world beyond the
classroom.
We found that the teachers who made the most gains in their
classroom practice (
as measured by the CLASS ™
observation tool) focused their conversations with mentors
on classroom practice — following a cycle in which mentors observed teachers and collected data, interpreted the data with mentees in post-
observation meetings, planned next steps together and kept in touch between monthly visits.
One of the commitments that Washington — and every State that received ESEA flexibility — made was to put in place teacher and principal evaluation and support systems that take into account information
on student learning growth based
on high - quality college - and career - ready (CCR) State assessments
as a significant factor in determining teacher and principal performance levels, along with other measures of professional practice such
as classroom observations.
Manno and Firestone (2006) found that teacher leaders who were able to work directly in
classrooms, such
as conducting
classroom observations and regular meetings with teachers, had a greater influence
on teachers» implementation of curricula than teacher leaders who had limited or sporadic access to teachers.
As has been found in the research on effective teachers (Brophy, 1973; Wharton - MacDonald et al., 1998), the most accomplished teachers in this study were experts at classroom management, as reflected in the summaries of observations and in the time - on - task rating
As has been found in the research
on effective teachers (Brophy, 1973; Wharton - MacDonald et al., 1998), the most accomplished teachers in this study were experts at
classroom management,
as reflected in the summaries of observations and in the time - on - task rating
as reflected in the summaries of
observations and in the time -
on - task ratings.
Second, other measures of teacher performance, such
as principal evaluations, student ratings, or
classroom observations, may ultimately prove to be better predictors of teachers» long - term impacts
on students than VAMs.
Optimism, test scores
on the rise at English High School November 30, 2015 In a fourth - floor
classroom, students diligently scrawled notes across lined pages one recent morning
as social studies teacher Frank Swoboda explained the role of politics in economic development, peppering his lesson with
observations from students... read more.
(Tenn.) A report out this month marking the results of the first three years of a new program that trains principals to better evaluate teachers using
classroom observation found 100,000 additional students were
on grade level in math in 2014
as compared to 2010; and 57,000 more were
on grade level in science.
As their Table 6 shows (p. 20), the regression coefficients related to these three areas of «statistically significant» influence
on teachers» students» test - based performance
on the new PARCC and SBAC mathematics tests (i.e., more professional development days, more
classroom observations with explicit feedback tied to the Common Core, and the inclusion of Common Core - aligned student outcomes in teacher evaluations) yielded the following coefficients, respectively: 0.045 (p < 0.01), 0.044 (p < 0.05), and 0.054 (p < 0.01).
They then use
as an example the 0.044 (p < 0.05) coefficient (
as related to more
classroom observations with explicit feedback tied to the Common Core) and explain that «a difference of one standard deviation in the
observation and feedback index was associated with an increase of 0.044 standard deviations in students» mathematics test scores — roughly the equivalent of 1.4 scale score points
on the PARCC assessment and 4.1 scale score points
on the SBAC.»
Measures such
as those based
on classroom observations and principals» assessments lack that direct link to valued outcomes; evidence connects these other measures to student outcomes only weakly.
Randi Weingarten, president of the American Federation of Teachers, does not oppose the use of value - added data but wants to ensure evaluations are based
on «
classroom observations, self - evaluations, portfolios, appraisal of lesson plans, students» written work»
as well.
Under the Toledo Peer Assistance and Review program, about a dozen «consulting teachers»
on leave from their
classrooms for three years mentor and evaluate Toledo's first - year teachers through frequent, informal
classroom observations and
as many
as six (usually unannounced) evaluations each semester.
As Dropout Nation noted last week in its report on teacher evaluations, even the most - rigorous classroom observation approaches are far less accurate in identifying teacher quality than either value - added analysis of test score data or even student surveys such as the Tripod system used by the Bill & Melinda Gates Foundation as part of its Measures of Effective Teaching projec
As Dropout Nation noted last week in its report
on teacher evaluations, even the most - rigorous
classroom observation approaches are far less accurate in identifying teacher quality than either value - added analysis of test score data or even student surveys such
as the Tripod system used by the Bill & Melinda Gates Foundation as part of its Measures of Effective Teaching projec
as the Tripod system used by the Bill & Melinda Gates Foundation
as part of its Measures of Effective Teaching projec
as part of its Measures of Effective Teaching project.
As quality teaching is key to providing the high - quality early learning experiences, IDRA provides customized technical assistance and training that can include:
classroom demonstrations and
observations, coaching for success, nurturing of innovations, and building
on existing strengths.
Dr. Catterall's team followed the schools for two and a half years, administering surveys, conducting focus groups, and observed and participated in LAA + professional development, and conducted over 50
classroom observations to assess the impact LAA + training had
on teachers» understanding of arts integration and their ability to utilize it
as an instructional strategy.
The program relies heavily
on classroom observation and mentoring, but also uses AGT scores - part of an evaluation method known
as a «value - added model» - to measure pupil progress.
Based
on classroom observations during the first few days of class, students
as a whole seemed comfortable with technology, in general, and one was already using handheld technology (a Palm OS device).
No state bases more than 50 percent of a teacher's evaluation
on student performance scores (see the infographic
on p. 4), and many incorporate multiple additional measures, such
as classroom observations, student writing and artwork, teacher lesson plans, peer review, student reflections and feedback, and participation in professional development (Shakman et al., 2012).
As you conduct pre-conferences with teachers and
classroom observations of the lessons they deliver, which aspects of each of these activities focus directly
on the improvement of student learning?
She has led professional learning sessions at the local, regional, state, and national levels
on topics such
as classroom observations and the use of video, formative assessment, common core state standards, and quality feedback.
Another 15 percent will be based
on locally selected measures of student achievement, while the remaining 60 percent will depend
on more qualitative measures such
as classroom observations.
We then began basing our
classroom visits
on Harvard's elements of instructional
observation as described in the book Instructional Rounds in Education: A Network Approach to Improving Teaching and Learning.
TAP principally plugs four Elements of Success: Multiple Career Paths (for educators
as career, mentor and master teachers); Ongoing Applied Professional Growth (through weekly cluster meetings, follow - up support in the
classroom, and coaching); Instructionally Focused Accountability (through multiple
classroom observations and evaluations utilizing a research based instrument and rubric that identified effective teaching practices); and, Performance - Based Compensation (based
on multiple; measures of performance, including student achievement gains and teachers» instructional practices).
Randi Weingarten, president of the American Federation of Teachers, doesn't oppose the use of value - added data but wants to ensure evaluations are based
on «
classroom observations, self - evaluations, portfolios, appraisal of lesson plans, students» written work»
as well.
This article reports
on an exploratory project in which we designed an innovative interactive video method to help preservice teachers practice critical
observation of other preservice teachers
as preparation for eventually observing their own
classroom teaching
on video.
The direct instruction (DI) model proved to be eminently trainable to teachers under experimental conditions, effective in promoting student engagement in
classroom tasks
as demonstrated through
classroom observations, and statistically significantly related to growth in pupil achievement
as measured
on standardized tests (Myer, 1988).
She was tapped
as a mentor because of strong student performance data and positive peer reviews of her teaching based
on classroom observations, along with her principal's recommendation.