using observation to improve teaching and learning robert c. pianta, ph.d. dean, curry school of...
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Using observation to improve teaching and
learning
Robert C. Pianta, Ph.D.Dean, Curry School of Education
Director, Center for Advanced Study of Teaching and Learning (CASTL)
Discover. Create. Change.
Leveraging teachers as game-changers Right now, getting a good teacher is a matter of luck.
Scientific study of teaching – measurement and production. Develop valid, effective tools for districts.
Observe teacher behaviors that link to learning – Prove they matter and replicate in thousands of classrooms – the Classroom Assessment Scoring System (CLASS).
MyTeachingPartner (MTP) tools for PD: courses, video supports, coaching. Evaluated and shown effective.
CASTL connects observation and measurement to PD proven to improve teaching and learning.
Organization
alSupport
InstructionalSupport
EmotionalSupport
Teacher-Student Interactions
(these matter)
What is the CLASS?
CLASS is a tool for observing and rating (1-7) the quality of teacher-student interactions in classrooms.
CLASS versions pk-12 – coherent lens/language It measures the emotional, organizational, and
instructional supports provided by teachers that contribute to children’s social, developmental, and academic achievement.
CLASS is used to assess teacher-student interactions for a variety of purposes: Teacher Professional Development Monitoring and Evaluation of Teacher
Performance/Effectiveness Research
CLASS PK-5 – Domains and dimensions Positive climate Negative climate Teacher sensitivity Regard for student perspectives
Effective behavior management Learning formats/engagement Productivity
Concept development Quality of feedback Language modeling
EmotionalSupport
InstructionalSupport
OrganizationalSupport
Multi-level lens and language
Dimension
Indicator
BehavioralMarkers
Emotional SupportDomain
Technical properties and inferences
Detailed manual describing codes/procedures
Master-coded video segments/certification
Central training of observers live or web
Designed for typical day/classroom setup
Reliable and Valid (national-level studies, all grades). Technical properties support inferences for hiring, firing, tenure, pay, PD
CLASS research results support reliability and validity in thousands of classrooms
Data on CLASS
CLASS has been used to observe over 8,000 classrooms across the United States.
CLASS is one of the most extensively used observational measures of teacher effectiveness for preschool through secondary classrooms.
Teachers with higher scores on CLASS have students who make greater academic and social progress during the school year (effect sizes .15-.35)
Classrooms are generally passive settings.
1 7
What’s happening nationwide?
Gains in Achievement in Emotionally Supportive Elementary Classrooms
Standardized tests of
achievement adjusted
Low Moderate High
1st Grade Emotional Support
Kindergartenadjustmentproblems
98
99
100
101
102
103
104
105
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No problems
Multiple problems
CLASS-S results
Predicts state-standards test scores across all content areas (>2,000 students, >100 classrooms)
Moderate effect sizes (. 30) in all domains
Also predict standards tests in the subsequent year
Now in studies with several thousand classrooms (MET, WTG study).
Improving Teacher-Student Interactions: MyTeachingPartner
Coaching, Video Library, Course
Aligned professional development: MTP
Connecting outcomes and inputs - Alignment
CLASS – specific definitions of interactions
Video Library – analysis of others’ interactions
Coaching – ongoing analysis/feedback on own interactions
Course – knowledge and analytic skills
All tested in RCTs
Summer/Fall 2005myteachingpartner.net
Detailed video examples
www.mtpsecondary.net
Summer/Fall 2005myteachingpartner.net
MTP consultation cycle
Classroom video recordingat an established time
1
Teacher reviews clipsand reflects on practice
3
Consultant reviewsand edits video clips
2
Teacher and consultantmeet and discussteaching practices
4
Summer/Fall 2005myteachingpartner.netmyteachingpartner.net
MTP Prompts: Feedback for teachers
MTP Coaching improves interactions
3.5
4
4.5
5
Septe
mbe
r
Octobe
r
Novem
ber
Decem
ber
Janu
ary
Febru
ary
Mar
ch
April
May
June
Tea
che
r S
ensi
tiv
ity
MTP
Control
Classrooms with high poverty benefit most from MTP coaching for teachers
3.5
4
4.5
5
5.5
Septe
mbe
r
Octobe
r
Novem
ber
Decem
ber
Janu
ary
Febru
ary
Mar
ch
April
May
June
Teac
her
Sen
siti
vity
Coaching--100% Poor
Control--100% Poor
MTP in high school – Gap-closing teachers
Same approach – MTP coaching, video library
Randomized evaluation study – >100 classrooms
6th-11th grades, all content areas
Teachers improved instruction; kids more attentive, engaged
Average student with MTP-coached teacher improved 35th-60th percentile on state high-stakes standards tests
Scale-up – At this moment CLASS in Head Start monitoring nationally
(mandated in Federal law). 50,000 teachers
4,800 pre-k classrooms in GA
1,600 preschool classrooms in Chicago
4,000 4th-11th grade classrooms Gates MET study
10,000 preschool classrooms in CA
300 secondary classrooms in Hampton VA
Working now in community colleges
Trained > 3,000 observers, 150 coaches
Implications for P-12 (and beyond?)
Standardized, valid observations can be scaled and integrated into improvement and management systems
Focus performance measures and PD on interactions with students—common language and aligned systems
Aligned PD improves interactions and student outcomes – experimental studies
Incentives, supports, and targets for teacher behavior/performance in classrooms
Observation can leverage improvements in teaching and learning
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