Preparing, Evaluating, Developing and Retaining Teachers and Principals: An Overview of Research and Policy

Laura Goe, Ph.D.Research Scientist, ETS, and Principal Investigator for the

National Comprehensive Center for Teacher Quality

Kansas/Missouri Superintendents Forum

Thursday, March 1, 2012 Kansas City, MO

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Laura Goe, Ph.D.

• Former teacher in rural & urban schools Special education (7th & 8th grade, Tunica, MS) Language arts (7th grade, Memphis, TN)

• Graduate of UC Berkeley’s Policy, Organizations, Measurement & Evaluation doctoral program

• Principal Investigator for the National Comprehensive Center for Teacher Quality

• Research Scientist in the Performance Research Group at ETS

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The National Comprehensive Center for Teacher Quality

• A federally-funded partnership whose mission is to help states carry out the teacher quality mandates of ESEA

• Vanderbilt University• Learning Point Associates, an affiliate of

American Institutes for Research• Educational Testing Service

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ETS’ role in the TQ Center

• ETS’ role in the National Comprehensive Center for Teacher Quality is to Find, synthesize, and disseminate the best

scholarly research on teacher quality, teacher effectiveness, and equitable distribution

Provide technical assistance to states on teacher quality issues, meeting the highly qualified teacher requirements, and equitable distribution

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Today’s presentation available online

• To download a copy of this presentation or look at it on your iPad, smart phone or laptop, go to www.lauragoe.com Go to Publications and Presentations page Today’s presentation is at the bottom of the

page

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The goal of teacher evaluation

The ultimate goal of all teacher evaluation should be…

TO IMPROVE TEACHING AND LEARNING

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Topics to be addressed

1. Evaluating teachers, principals, and superintendents

2. Evaluating teachers using multiple measures3. Models for determining of teachers’ contributions

to student learning 4. Linking evaluation results to teacher professional

growth plans5. Teacher compensation and pay for performance6. The equitable distribution of teachers7. Preparing teachers for success

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An aligned teacher evaluation system: Part I

Teaching standards: high quality state or

INTASC standards (taught in teacher

prep program, reinforced in

schools)

Measures of teacher performance aligned

with standards

Evaluators (principals, consulting teachers,

peers) trained to administer

measures

Instructional leaders

(principals, coaches, support

providers) to interpret results

in terms of teacher

development

High-quality professional

growth opportunities for individuals and

groups of teachers with similar growth

plans

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An aligned teacher evaluation system: Part II

Results from teacher evaluation inform evaluation

of teacher evaluation system

(including measures,

training, and processes)

Results from teacher

evaluation inform planning for professional

development and growth

opportunities

Results from teacher evaluation and professional

growth are shared (with privacy

protection) with teacher

preparation programs

Results from teacher evaluation and professional growth are used to inform school

leadership evaluation and

professional growth

Results from teacher and leadership

evaluation are used for school accountability

and district/state improvement

planning

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A simple definition of teacher effectiveness

Anderson (1991) stated that “… an effective teacher is one who quite consistently achieves goals which either directly or indirectly focus on the learning oftheir students” (p. 18).

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Race to the Top definition of effective & highly effective teacher

Effective teacher: students achieve acceptable rates (e.g., at least one grade level in an academic year) of student growth (as defined in this notice). States, LEAs, or schools must include multiple measures, provided that teacher effectiveness is evaluated, in significant part, by student growth (as defined in this notice). Supplemental measures may include, for example, multiple observation-based assessments of teacher performance. (pg 7)

Highly effective teacher students achieve high rates (e.g., one and one-half grade levels in an academic year) of student growth (as defined in this notice).

 

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Race to the Top definition of student growth

• Student growth means the change in student achievement (as defined in this notice) for an individual student between two or more points in time. A State may also include other measures that are rigorous and comparable across classrooms. (pg 11)

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Goe, Bell, & Little (2008) definition of teacher effectiveness

1. Have high expectations for all students and help students learn, as measured by value-added or alternative measures.

2. Contribute to positive academic, attitudinal, and social outcomes for students, such as regular attendance, on-time promotion to the next grade, on-time graduation, self-efficacy, and cooperative behavior.

3. Use diverse resources to plan and structure engaging learning opportunities; monitor student progress formatively, adapting instruction as needed; and evaluate learning using multiple sources of evidence.

4. Contribute to the development of classrooms and schools that value diversity and civic-mindedness.

5. Collaborate with other teachers, administrators, parents, and education professionals to ensure student success, particularly the success of students with special needs and those at high risk for failure.

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Principal Effectiveness: New Leaders for New Schools Definition

“New Leaders for New Schools advocates for an evidence-based, three-pronged approach to defining principal effectiveness: 1) gains in student achievement, 2) increasing teacher effectiveness, and 3) taking effective leadership actions to reach these outcomes.” http://www.newleaders.org/wp-content/uploads/2011/08/principal_effectiveness_nlns_overview.pdf

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Principal Effectiveness: Center for American Progress on Principal Evaluation• Student achievement measures including schoolwide academic

growth, attainment measures of achievement, and cohort graduation rates

• Recruiting, developing, and retaining effective teachers and effectively implementing teacher evaluations to improve teacher effectiveness and/or retain effective teachers at higher rates while reducing the number of ineffective performers

• Research-based rubrics that assess principals against performance standards

• Measures of school culture and climate, such as teacher and student attendance, indicators of school discipline, and parent, student, and staff perceptions

Summarized from http://www.americanprogress.org/issues/2011/03/pdf/principalproposal-memo.pdf

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Principal Evaluation: Interstate School Leaders Licensure Consortium (ISLLC) Standards

Standard 1: A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. Standards 2: A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth. Standard 3: A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.

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Principal Evaluation: Interstate School Leaders Licensure Consortium (ISSLC) Standards (cont’d)

Standard 4: A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.Standard 5: A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner. Standard 6: A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

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Vanderbilt Assessment of Leadership in Education (VAL-Ed)

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Measures and models: Definitions

• Measures are the instruments, assessments, protocols, rubrics, and tools that are used in determining teacher effectiveness

• Models are the state or district systems of teacher evaluation including all of the inputs and decision points (measures, instruments, processes, training, and scoring, etc.) that result in determinations about individual teachers’ effectiveness

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Multiple measures of teacher effectiveness

• Evidence of growth in student learning and competency Standardized tests, pre/post tests in untested subjects Student performance (art, music, etc.) Curriculum-based tests given in a standardized manner Classroom-based tests such as DIBELS

• Evidence of instructional quality Classroom observations Lesson plans, assignments, and student work Student surveys such as Harvard’s Tripod Electronic portfolios/evidence binders

• Evidence of professional responsibility Administrator/supervisor reports, parent surveys Teacher reflection and self-reports, records of contributions

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Value-added models

• Many variations on value-added models TVAAS (Sander’s original model) typically uses 3+

years of prior test scores to predict the next score for a student

- Used since the 1990’s for teachers in Tennessee, but not for high-stakes evaluation purposes

- Most states and districts that currently use VAMs use the Sanders’ model, also called EVAAS

There are other models that use less student data to make predictions

Considerable variation in “controls” used

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Growth vs. Proficiency Models

End of YearStart of School Year

Achievement

Proficient

Teacher B: “Failure” on Ach. Levels

Teacher A: “Success” on Ach. Levels

In terms of growth,

Teachers A and B are

performing equally

Slide courtesy of Doug Harris, Ph.D, University of Wisconsin-Madison

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Growth vs. Proficiency Models (2)

End of YearStart of School Year

Achievement

ProficientTeacher A

Teacher B

A teacher with low-

proficiency students can still be high in terms of GROWTH (and vice

versa)

Slide courtesy of Doug Harris, Ph.D, University of Wisconsin-Madison

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Most popular growth models: Colorado Growth Model

• Colorado Growth model Focuses on “growth to proficiency” Measures students against “academic peers” Also called criterion‐referenced growth‐to‐standard

models

• The student growth percentile is “descriptive” whereas value-added seeks to determine the contribution of a school or teacher to student achievement (Betebenner 2008)

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Slide courtesy of Damian Betebenner at www.nciea.org

Colorado Growth Model

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What value-added and growth models cannot tell you

• Value-added and growth models are really measuring classroom, not teacher, effects

• Value-added models can’t tell you why a particular teacher’s students are scoring higher than expected Maybe the teacher is focusing instruction

narrowly on test content Or maybe the teacher is offering a rich,

engaging curriculum that fosters deep student learning.

• How the teacher is achieving results matters!

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Measuring teachers’ contributions to student learning growth: A summary of current models

Model Description

Student learning objectives

Teachers assess students at beginning of year and set objectives then assesses again at end of year; principal or designee works with teacher, determines success

Subject & grade alike team models (“Ask a Teacher”)

Teachers meet in grade-specific and/or subject-specific teams to consider and agree on appropriate measures that they will all use to determine their individual contributions to student learning growth

Content Collaboratives Content experts (external) identify measures and groups of content teachers consider the measures from the perspective of classroom use; may not include pre- and post measures

Pre-and post-tests model Identify or create pre- and post-tests for every grade and subject

School-wide value-added Teachers in tested subjects & grades receive their own value-added score; all other teachers get the school-wide average

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Recommendation from NBPTS Task Force (Linn et al., 2011)

Recommendation 2: Employ measures of student learning explicitly aligned with the elements of curriculum for which the teachers are responsible. This recommendation emphasizes the importance of ensuring that teachers are evaluated for what they are teaching.

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School-wide VAM illustration

SS1

SS2

Sci1

Sci2

Sped FL PE ELL

Math1

Math2

ELA1

ELA2

0

1

2

3

4

5

6

7

8

Obs/SurvVAM

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Differentiating among teachers

• “It is nearly impossible to discover and act on performance differences among teachers when documented records show them all to be the same.” (Glazerman et al., 2011, pg 1)

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What assessments are teachers and schools going to use?

• Existing measures Curriculum-based assessments (come with packaged curriculum) Classroom-based individual testing (DRA, DIBELS) Formative assessments such as NWEA Progress monitoring tools (for Response to Intervention) National tests, certifications tests

• Rigorous new measures (may be teacher created)• The 4 Ps: Portfolios/products/performance/projects• School-wide or team-based growth• Pro-rated scores in co-teaching situations• Student learning objectives• Any measure that demonstrates students’ growth towards

proficiency in appropriate standards

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The 4 Ps (Projects, Performances, Products, Portfolios)

• Yes, they can be used to demonstrate teachers’ contributions to student learning growth

• Here’s the basic approach Use a high-quality rubric to judge initial

knowledge and skills required for mastery of the standard(s)

Use the same rubric to judge knowledge and skills at the end of a specific time period (unit, grading period, semester, year, etc.)

4 types of musical behaviors: Types of assessment

1.Responding

2.Creating

3.Performing

4.Listening

1. Rubrics2. Playing tests3. Written tests4. Practice sheets5. Teacher Observation6. Portfolios7. Peer and Self-

Assessment

Assessing Musical Behaviors: The type of assessment must match the knowledge or skill

Slide used with permission of authors Carla Maltas, Ph.D. and Steve Williams, M.Ed. See reference list for details.

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Tennessee approved assessments for non-tested subjects & grades

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Rhode Island’s SLO language

• “Student Learning Objectives are not set by educators in isolation; rather, they are developed by teams of administrators, grade-level teams or groups of content-alike teachers and, are aligned to district and school priorities, wherever possible.” (pg 12)

From Rhode Island’s “Guide to Measures of Student Learning for Administrators and Teachers 2011-2012” http://www.ride.ri.gov/educatorquality/educatorevaluation/Docs/GuideSLO.pdf

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Collect evidence in a standardized way (to the extent possible)

• Evidence of student learning growth Locate or develop rubrics with explicit

instructions and clear indicators of proficiency for each level of the rubric

Establish time for teachers to collectively examine student work and come to a consensus on performance at each level- Identify “anchor” papers or examples

Provide training for teachers to determine how and when assessments should be given, and how to record results in specific formats

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Tripod Survey (1)• Harvard’s Tripod Survey – the 7 C’s

– Caring about students (nurturing productive relationships);– Controlling behavior (promoting cooperation and peer

support);– Clarifying ideas and lessons (making success seem feasible);– Challenging students to work hard and think hard (pressing for

effort and rigor);– Captivating students (making learning interesting and

relevant);– Conferring (eliciting students’ feedback and respecting their

ideas);– Consolidating (connecting and integrating ideas to support

learning)

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Tripod Survey (2)

• Improved student performance depends on strengthening three legs of teaching practice: content, pedagogy, and relationships

• There are multiple versions: k-2, 3-5, 6-12 • Measures:

student engagement school climate home learning conditions teaching effectiveness youth culture family demographics

• Takes 20-30 min• There are English and Spanish versions• Comes in paper form or in online version

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Tripod Survey (3)

• Control is the strongest correlate of value added gains

• However, it is important to keep in mind that a good teacher achieves control by being good on the other dimensions

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Tripod Survey (4)

• Different combinations of the 7 C's predict different outcomes (student learning is one outcome)

• Using the data, you can determine what a teacher needs to focus on to improve important outcomes

• Besides student learning, other important outcomes include:

happiness good behavior healthy responses to social pressures self-consciousness engagement/effort satisfaction

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Teacher and principal evaluation in isolated and/or low-capacity districts• External evaluators may need to be brought in for

very small, isolated districts For example, a district where the superintendent is

also principal, history teacher, and bus driver May also be needed when evaluators’ objectivity is

impacted by factors such as fear of losing teachers or damaging long-term relationships in the community

• Evaluators could be “exchanged” across districts within a specific region (“you evaluate mine, and I’ll evaluate yours”) or regional evaluators could serve a set of districts

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Measures that help teachers grow

• Measures which include protocols and processes that teachers can examine and comprehend

• Measures that are directly and explicitly aligned with teaching standards

• Measures that motivate teachers to examine their own practice against specific standards

• Measures that allow teachers to participate in or co-construct the evaluation (such as portfolios)

• Measures that give teachers opportunities to discuss the results for formative purposes with evaluators, administrators, teacher learning communities, mentors, coaches, etc.

• Measures that are aligned with and used to inform professional growth and development offerings

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Interpreting results for alignment with teacher professional learning options• Different approach; not looking at “absolute gains”• Requires ability to determine and/or link student

outcomes to what likely happened instructionally• Requires ability to “diagnose” instruction and

recommend/and or provide appropriate professional growth opportunities Individual coaching/feedback on instruction Observing “master teachers” Group professional development (when several

teachers have similar needs)

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Memphis professional development system: An aligned system

• Teaching and Learning Academy began April ‘96 • Nationally commended program intended to

“…provide a collegial place for teachers, teacher leaders and administrators to meet, study, and discuss application and implementation of learning…to impact student growth and development”

• Practitioners propose and develop courses Responsive to school/district evaluation results Offerings must be aligned with NSDC standards ~300+ On-line and in-person courses, many topics

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Considerations for implementing measurement system

• Consider whether human resources and capacity are sufficient to ensure fidelity of implementation

Poor implementation threatens validity of results• Establish a plan to evaluate measures to determine if

they can effectively differentiate among teacher performance

Need to identify potential “widget effects” in measures If measure is not differentiating among teachers, may be

faulty training or poor implementation, not the measure itself• Examine correlations among results from measures• Evaluate processes and data each year and make

needed adjustments

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Before you implement teacher and principal evaluation systems, ask yourself…

• How will this component of the teacher and principal evaluation system impact teaching and learning in classrooms and schools?

• How will this component look different in low-capacity vs. high-capacity schools?

• How will reporting on this component be done (to provide actionable information to teachers, principals, schools, districts, teacher preparation programs, and the state)?

• How will we know if this component is working as we intended?

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Evaluating Teacher Preparation Programs (TPPs)

K-12 Teaching and learning improves as a result of changes made by TPPs

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Meeting the “standards”

• It’s possible to be meeting accreditation standards (NCATE, TEAC) but still not be preparing fully effective teachers

• If TPPs are not adequately preparing teachers for the contexts and communities which they serve, their effectiveness may be hampered

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VAMs and Teacher Prep Program evaluation/assistance

• VAMs may be useful in identifying teacher preparation programs (TPPs) whose graduates are not performing at acceptable levels in terms of student gains However, VAMs cannot be used to diagnose why

the TPP’s graduates are failing to meet student progress goals

Additional information should be gathered from the TPP in order to properly diagnose problems

TPPs can then be provided with guidance and support to address specific needs

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Questions about measuring TPPs through student achievement

• How much of a student’s achievement growth is attributable to what a teacher does?

• How much of what a teacher does is attributable to what he or she learned in a teacher prep program?

• How do you sort out other influences on teacher practice and performance, such as mentoring, school culture, professional development, independent study, and peer support?

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TPP Selectivity and Consequences

• TPPs vary in selectivity in the admissions process So the quality of candidates is in large part

dependent on the selectivity of the TPP Unless you “control” for this factor statistically, you

will punish schools that are less selective because their candidates will likely not perform as well in their placements

- If, however, you wish to send a signal to TPPs that they should be more selective, you would not control for selectivity

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General Suggestions

• Examine relationships among teachers’ survey responses and student learning growth Those correlations may be very useful in driving

subsequent research and discussions about program effectiveness

• Oversight: Ensure that TPPs are directed to focus on addressing the issues that teachers consider most important (survey results) Classroom management Differentiating instruction

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Principal retention

• Many of the same factors that are associated with teacher retention are found in principal retention

• They are more likely to leave rural and small town schools and less likely to leave suburban schools (Fuller, 2009)

• Achievement impacts stay: principals leave low-achieving schools and stay at high-achieving schools

• Their stay is shortest at high-schools, longest at elementary schools

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Teachers and leaders are the key

• Strong, effective teachers and leaders are the key to improving student outcomes

• Two ways to get effective teachers and leaders: Remove less effective teachers and leaders and

replace them with more effective ones- Not the preferred option, particularly for isolated

rural or hard-to-staff urban schools Provide guidance and support to help less

effective teachers and leaders improve performance

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Why you should keep (and provide support to) the less effective teachers• With the right instructional strategies and

guidance, motivated teachers can improve practice and student outcomes

• The teachers you hire to replace your less effective teachers are not necessarily going to be more effective

• You may not be able to find better replacements!• You may not be any to find any replacements!• The replacements you find may not stay

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Performance pay for teachers

• Am Assn of School Administrators survey, 52% rural respondents (Ellerson, 2009) 45% expressed moderate-to-strong interest in

pay for performance 20% who don’t support pay for performance

contend that “…good teachers are already doing the best they can, and performance‐ based pay is highly unlikely to improve their teaching ability…poor and mediocre teachers do not become better teacher because more money is offered.”

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Performance pay may improve retention of effective teachers

• Little evidence that pay-for-performance improves student outcomes, but it does impact teacher retention in high-poverty, low-achieving schools (Springer et al., 2009)

• Thus, financial incentives for effective teachers may work as a signal to them that they are successful, and successful teachers are more likely to stay in placements

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Impact of incentives on teacher turnover

• Evaluators found that the probability of teacher turnover fell as the magnitude of the TEEG bonus award increased, while the probability of teacher turnover increased sharply among teachers receiving no bonus award, or a relatively small award. “…a $3,000 award reduced turnover for beginning

teachers by roughly 23 percentage points” “…awards of $3,000 reduced turnover rates to less

than a quarter of what the turnover rate was prior to implementation of a TEEG performance pay plan.” (Springer et al., 2009)

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Teacher Attrition among Young Teachers

• Turnover among public school teachers under age 30 is 44 percent higher than the average teacher turnover rate (Marvel et al., 2007). Lack of support from administrators Inadequate working conditions Personal factors

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Match between teachers & schools

• Investigated the contribution of “match between teachers and schools” to student achievement

• Showed that teacher effectiveness is higher after a move to a different school

• 25% of what is typically considered to be a teacher effect may actually be a teacher-school (match) effect (Jackson, 2010)

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Recruitment strategies

• Provide incentives and policies to redistribute the teacher workforce

• Make challenging schools more attractive• Improve working conditions for teachers in

urban and rural schools• Ask new teachers what they want/need

• Partner with institutions of higher education to better prepare teachers for urban and rural school settings

• Create a feedback loop with IHEs

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Create partnerships to address out-of-school issues that affect recruitment and retention

• Provide housing assistance• Provide reimbursement for moving

expenses• Promote business partnerships• Consider “cohort models” like Teach for

America (placing a critical mass of teachers together)

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What “ineffective” and “effective” teachers mean to school leaders

• What are the consequences (to teachers, schools, and districts) in identifying teachers as effective or ineffective? How will effective and ineffective teachers

impact schools’ use of resources (rewarding or supporting teachers, overseeing improvement plans, etc.)

• How will identifying teachers as effective or ineffective impact teacher morale, school culture, recruitment and retention?

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Supporting ineffective teachers: Not all “1s” are the same

• There may be conditions under which it would be acceptable for a teacher to be a “1” for a brief period of time Novice teachers Teachers who have moved grades/schools Teachers who are teaching “out of field” Teachers who may have language/cultural shifts

to navigate Teachers who have experienced a serious health

problem or personal loss

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A single “bad” year vs. a pattern

• Any teacher can have a year where they struggle

• The key is to identify whether this is a “difficult” year or a “pattern” of poor performance Response to a “difficult” year should be mostly

supportive with targeted assistance Response to a pattern should be more intensive

with diagnosis of problem areas, improvement plan, time limit for improvement, etc.

• Teachers want to be successful!

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Effectiveness can be improved!

• Most teachers are doing the best they can Help them do better with feedback, support, coaching, and a

focus on classroom environment and relationships with students

• Teachers who are discouraged may need to see successful teachers with similar kids

• Teachers who are consistently effective should be encouraged to model and teach specific practices to less effective teachers

• Classroom learning environment is key: helping teachers create and maintain a better classroom learning environment improves student oucomes

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Final thoughts

• The limitations: There are no perfect measures There are no perfect models Changing the culture of evaluation is hard work

• The opportunities: Evidence can be used to trigger support for struggling

teachers and acknowledge effective ones Multiple sources of evidence can provide powerful

information to improve teaching and learning Evidence is more valid than “judgment” and provides

better information for teachers to improve practice

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Resources and links

• Interstate School Leaders Licensure Consortium (ISLLC) Standards http://www.ccsso.org/Resources/Publications/Educational_Leadership_Policy_Standards_ISLLC_2008_as_Adopted_by_the_National_Policy_Board_for_Educational_Administration.html

• Harvard’s Tripod Survey http://www.tripodproject.org/index.php/index/ • National Response to Intervention Center Progress Monitoring Tools

http://www.rti4success.org/chart/progressMonitoring/progressmonitoringtoolschart.htm

• Colorado Content Collaboratives http://www.cde.state.co.us/ContentCollaboratives/index.asp

• New York State Evaluation http://engageny.org/administrators/ • Rhode Island Department of Education Teacher Evaluation – Student Learning

Objectives http://www.ride.ri.gov/educatorquality/educatorevaluation/SLO.aspx • Tennessee Teacher Evaluation http://team-tn.org/ • Memphis Professional Development system:

http://www.mcsk12.net/aoti/pd/index.asp

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References (1)Anderson, L. (1991). Increasing teacher effectiveness. Paris: UNESCO, International Institute for

Educational Planning.Betebenner, D. W. (2008). A primer on student growth percentiles. Dover, NH: National Center for the

Improvement of Educational Assessment (NCIEA). http://www.cde.state.co.us/cdedocs/Research/PDF/Aprimeronstudentgrowthpercentiles.pdf Ellerson, N. M. (2009). Exploring the possibility and potential for pay for performance in America’s public

schools. Washington, DC: American Association of School Administrators.http://www.aasa.org/uploadedFiles/Publications/_files/PFPFinal.pdf Fuller, E. and M. D. Young (2009). Tenure and retention of newly hired principals in Texas. Austin,

TX, Texas High School Project Leadership Initiative.http://www.acy.org/upimages/Texas_Principal_Turnover.pdf Glazerman, S., D. Goldhaber, et al. (2011). Passing muster: Evaluating evaluation systems.

Washington, DC, Brown Center on Education Policy at Brookings.http://www.brookings.edu/reports/2010/1117_evaluating_teachers.aspx Goe, L., C. Bell, et al. (2008). Approaches to evaluating teacher effectiveness: A research

synthesis, Washington, DC: National Comprehensive Center for Teacher Quality: 1-103.http://www.tqsource.org/publications/teacherEffectiveness.php Herman, J. L., Heritage, M., & Goldschmidt, P. (2011). Developing and selecting measures of

student growth for use in teacher evaluation. Los Angeles, CA: University of California, National Center for Research on Evaluation, Standards, and Student Testing (CRESST).

http://www.aacompcenter.org/cs/aacc/view/rs/26719007307.pdf

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References (2)Jackson, C. K. (2010). Match quality, worker productivity, and worker mobility: Direct evidence from teachers.

Cambridge, MA, National Bureau of Economic Research.http://www.nber.org/papers/w15990 Linn, R., Bond, L., Darling-Hammond, L., Harris, D., Hess, F., & Shulman, L. (2011). Student learning, student

achievement: How do teachers measure up? Arlington, VA: National Board for Professional Teaching Standards.

http://www.nbpts.org/index.cfm?t=downloader.cfm&id=1305 Malta, C., and Williams, S. (January 27, 2010). Meaningful assessment in the music classroom. Presented at

Missouri Music Educators Association Conference, Jefferson City, MO.http://dese.mo.gov/divimprove/curriculum/fa/AssessmentintheMusicClassroom.pptx Marvel, J., Lyter, D. M., Peltola, P., Strizek, G. A., Morton, B., & Rowland, R. (2007). Teacher attrition and

mobility: Results from the 2004–05 teacher follow-up survey. Washington, DC: National Center for Education Statistics.

http://nces.ed.gov/pubs2007/2Race to the Top Applicationhttp://www2.ed.gov/programs/racetothetop/resources.html Springer, M., Lewis, J. L., Podgursky, M. J., Ehlert, M. W., Taylor, L. L., Lopez, O. S., et al. (2009). Governor’s

Educator Excellence Grant (GEEG) Program: Year three evaluation report (Policy Evaluation Report). Nashville, TN: National Center on Performance Incentives.

http://ritter.tea.state.tx.us/opge/progeval/TeacherIncentive/GEEG_Y3_0809.pdf

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Questions?

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Laura Goe, Ph.D.609-619-1648lgoe@ets.orgwww.lauragoe.comhttps://twitter.com/GoeLaura National Comprehensive Center for Teacher Quality1000 Thomas Jefferson Street, NWWashington, D.C. 20007www.tqsource.org