Importantly, the researchers found that among MCLs
whose teaching effectiveness could be quantified through student learning growth data, all were in the top quartile of effectiveness before being selected for the role.
Selectivity may have been critical: The researchers found that among MCLs
whose teaching effectiveness could be quantified through student learning growth data, all were in the top quartile of effectiveness before being selected as MCLs.
Not exact matches
The study — conducted by William L. Sanders, the statistician who pioneered the concept of «value - added» analysis of
teaching effectiveness — found that there was basically no difference in the achievement levels of students
whose teachers earned the prestigious NBPTS credential, those who tried but failed to earn it, those who never tried to get the certification, or those who earned it after the student...
Simple common sense would dictate that the
effectiveness of different teachers or schools should have as least as much to do with differences in what is being
taught as who is doing the
teaching, or under
whose roof and which assessment regime.
He went to write an elaborate explanation of this figure in a New York Times editorial where he explained that 1 % to 3 % was far too small a number of teachers to threaten the due process rights, and thereby destabilize the
teaching force even further, by threatening the 97 % to 99 % of teachers
whose effectiveness should not be questioned.
Acknowledging the «unfairness» of the evaluations, Walker said that a system should measure the individual
effectiveness of each teacher, but noted that the «FCAT VAM has been applied to teachers
whose students are tested in a subject that teacher does not
teach and to teachers who are measured on students they have never
taught....