summer 2010. review research and current practices overview of esea and arra share state data ...
TRANSCRIPT
Summer 2010
Review research and current practices Overview of ESEA and ARRA Share state data Examine evaluation systems Discuss Oregon’s transition
Principal finding: Teachers matter more to student learning than anything else. And
there are far bigger differences among them than we ever knew.
Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement, 1997.
Beginning Grade 3Percentile Rank= 55
Beginning Grade 3Percentile Rank= 57
“If the effects were to accumulate, having atop-quartile teacher rather than a bottomquartile teacher four years in a row would
beenough to close the black-white test scoregap.”
Source: Gordon, R., Kane, T.J., and Staiger, D.O. (2006). Identifying Effective teachers Using Performance on the Job. Washington, D.C.: The Brookings Institution.
© 2010 THE EDUCATION TRUST
Source:
Babu & Mendro, Teacher Accountability: HLM-Based Teacher Effectiveness Indices in the Investigation of Teacher Effects on Student Achievement in a State Assessment Program, Dallas TX public schools, AERA, 2003.
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America’s central educational challenge is to dramatically improve student performance.◦ Teachers drive student performance.◦ Teachers can either negatively or positively impact
student achievement.◦ How do we know which teachers are which?
What We KnowWhat We Know
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• Teachers are the greatest school-based influence on student achievement (Nye, Konstantopolous, & Hedges, 2004; Rockoff, 2004).
• Every student should have a high-quality teacher.• Currently, we use “highly qualified” to define this
characteristic, but is that the same thing?
What We KnowWhat We Know
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As established by the current reauthorization of ESEA, a “highly-qualified” teacher is one who possesses the following characteristics:◦A college degree◦Demonstration of subject matter
competency◦State teaching certification
What We KnowWhat We Know
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"It's a hard nut to crack. The things that are easy to measure don't matter that much, and the things that matter aren't easy to measure."
Adam Gamoran, interim dean at the University of Wisconsin School of Education, talking to Teacher Magazine in December 2008
Elementary HQT Percentage◦ High Poverty 97.3%◦ Low Poverty93.1%
Elementary Percentage Schools not making AYP◦ High Poverty 12.95%◦ Low Poverty1.03%
Secondary HQT Percentage◦ High Poverty 94.3%◦ Low Poverty94.9%
Secondary Percentage Schools not making AYP◦ High Poverty 68.86%◦ Low Poverty32.11%
• Research has, at this point, shown that these “teacher inputs” (certification status, degree, subject-area major) do not greatly impact student achievement (Goldhaber & Brewer, 2000; Rice, 2003).
• In other words, there are weak and mixed effects of teacher qualifications on student achievement test scores (Wayne & Youngs, 2003; Wilson & Floden, 2003).
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What We KnowWhat We Know
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Experience matters, but only for the first five years or so as teachers learn on the job; After that, experience adds little in terms of student achievement
Teachers’ subject matter knowledge (as evidenced by course-taking) appears to contribute significantly to math achievement, particularly at the secondary level, but research has not convincingly demonstrated that it matters in other subjects
Subject matter certification contributes significantly to math achievement, but is not significantly and consistently related to student achievement in other subjects
• Most recently, there has been a shift from teacher quality to teaching quality to teacher effectiveness.
• As a concept, teacher effectiveness measures teaching quality through contributions to student growth and learning.
• This is where the research is headed.
What We KnowWhat We Know
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Stimulus funds “assurances” 1 and 4:1. Increase effectiveness of teachers…ensure
equitable distribution.4. Turn around the lowest performing schools.
A rigorous evaluation system is a crucial component for accomplishing 1 and 4.◦ Evaluation (with appropriate supports) can help
teachers become more effective.◦ Effective teachers can be successful anywhere!
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ARRAARRA
How do we define teacher effectiveness in Oregon?
In Ohio Teacher Effectiveness is defined by the Ohio Teacher Standards and measured by using multiple sources of evidence
Other State examples North Carolina, Delaware, Colorado, DC
1. “Have high expectations for all students and help students learn, as measured by value-added or other test-based growth measures, or by 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.”
A Five-Point Definition of A Five-Point Definition of Highly Effective TeachersHighly Effective Teachers
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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.”
A Five-Point Definition of A Five-Point Definition of Highly Effective TeachersHighly Effective Teachers
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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.”
Goe, Bell, and Little (2008, p. 8)
A Five-Point Definition of A Five-Point Definition of Highly Effective TeachersHighly Effective Teachers
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What do educators in Oregon believe should be the components of a teacher and principal framework?
Professional Administrator Standards Principal Goals- Individual Learning Plans Surveys- Staff, Parents, Students Portfolio Student Achievement/Growth Teacher Reflection Cultural Competency Observations Videotaping
Prof. Teaching Standards Goals: Individual Learning Plans Surveys: Parent, Students Portfolio Student Achievement Observations Videotaping lessons Classroom Walk Throughs Self Reflections
Teacher Rubrics Team Goals Peer Review Participation: Meetings, community
Other State’s Continuums
Research supports that teacher evaluation can be a powerful tool in improving teacher quality
When we examine most teacher evaluation systems they do little in contributing to teacher growth and advancement in skills and knowledge
Direct observation by administrators continues to be the primary source of evidence that is used to inform evaluation decisions
