Full Description
WHAT IS EFFECTIVE TEACHING? It s not enough to say I know it when I see it not when we re expecting so much more from students and teachers than in the past. To help teachers achieve greater success with their students we need new and better ways to identify and develop effective teaching. The Measures of Effective Teaching (MET) project represents a groundbreaking effort to find out what works in the classroom. With funding by the Bill & Melinda Gates Foundation, the MET project brought together leading academics, education groups, and 3,000 teachers to study teaching and learning from every angle. Its reports on student surveys, observations, and other measures have shaped policy and practice at multiple levels. This book shares the latest lessons from the MET project. With 15 original studies, some of the field s most preeminent experts tap the MET project s unprecedented collection of data to offer new insights on evaluation methods and the current state of teaching in our schools. As feedback and evaluation methods evolve rapidly across the country, Designing Teacher Evaluation Systems is a must read and timely resource for those working on this critical task.PRAISE FOR DESIGNING TEACHER EVALUATION SYSTEMS This book brings together an all-star team to provide true data-driven, policy-relevant guidance for improving teaching and learning. From student achievement to student perceptions, from teacher knowledge to teacher practices, the authors address key issues surrounding the elements of a comprehensive teacher evaluation and improvement system. Highly recommended for anyone seriously interested in reform. PETE GOLDSCHMIDT, Assistant Secretary, New Mexico Public Education Department This book is an invaluable resource for district and state leaders who are looking to develop growth and performance systems that capture the complexity of teaching and provide educators with the feedback needed to develop in their profession. TOM BOASBERG, Superintendent, Denver Public Schools A rare example of practical questions driving top quality research and a must read for anyone interested in improving the quality of teaching. ROBERT C. GRANGER, Former President (Ret.), The William T.Grant Foundation This will be the go to source in years to come for those involved in rethinking how teachers will be evaluated and how evaluation can and should be used to increase teacher effectiveness. The superb panel of contributors to this book presents work that is incisive, informative, and accessible, providing a real service to the national efforts around teacher evaluation reform. JOHN H. TYLER, Professor of Education, Brown University
Contents
About the Editors ix About the Contributors xi About the Bill & Melinda Gates Foundation xix Chapter 1: Why Measure Effective Teaching? 1 Jeff Archer, Kerri A. Kerr, and Robert C. Pianta SECTION 1: Using Data for Feedback and Evaluation 7 Chapter 2: Grade-Level Variation in Observational Measures of Teacher Effectiveness 9 Kata Mihaly and Daniel F. McCaffrey Chapter 3: Improving Observational Score Quality: Challenges in Observer Thinking 50 Courtney A. Bell, Yi Qi, Andrew J. Croft, Dawn Leusner, Daniel F. McCaffrey, Drew H. Gitomer, and Robert C. Pianta Chapter 4: How Framework for Teaching and Tripod 7Cs Evidence Distinguish Key Components of Effective Teaching 98 Ronald F. Ferguson with Charlotte Danielson Chapter 5: Making Decisions with Imprecise Performance Measures: The Relationship Between Annual Student Achievement Gains and a Teacher s Career Value Added 144 Douglas O. Staiger and Thomas J. Kane Chapter 6: To What Extent Do Student Perceptions of Classroom Quality Predict Teacher Value Added? 170 Stephen W. Raudenbush and Marshall Jean SECTION 2: Connecting Evaluation Measures with Student Learning 203 Chapter 7: Combining Classroom Observations and Value Added for the Evaluation and Professional Development of Teachers 205 Erik A. Ruzek, Christopher A. Hafen, Bridget K. Hamre, and Robert C. Pianta Chapter 8: Classroom Observation and Value-Added Models Give Complementary Information About Quality of Mathematics Teaching 234 Candace Walkington and Michael Marder Chapter 9: Does the Test Matter? Evaluating Teachers When Tests Differ in Their Sensitivity to Instruction 278 Morgan S. Polikoff Chapter 10: Understanding Instructional Quality in English Language Arts: Variations in PLATO Scores by Content and Context 303 Pam Grossman, Julie Cohen, and Lindsay Brown Chapter 11: How Working Conditions Predict Teaching Quality and Student Outcomes 332 Ronald F. Ferguson with Eric Hirsch SECTION 3: The Properties of Evaluation Systems: Issues of Quality, Underlying Frameworks, and Design Decisions 381 Chapter 12: Evaluating Efforts to Minimize Rater Bias in Scoring Classroom Observations 383 Yoon Soo Park, Jing Chen, and Steven L. Holtzman Chapter 13: Scoring Design Decisions: Reliability and the Length and Focus of Classroom Observations 415 Jilliam N. Joe, Catherine A. McClellan, and Steven L. Holtzman Chapter 14: Assessing Quality Teaching in Science 444 Susan E. Schultz and Raymond L. Pecheone Chapter 15: Evidence on the Validity of Content Knowledge for Teaching Assessments 493 Drew H. Gitomer, Geoffrey Phelps, Barbara H. Weren, Heather Howell, and Andrew J. Croft Chapter 16: Optimizing Resources to Maximize Student Gains 529 Catherine A. McClellan, John R. Donoghue, and Robert Pianta Conclusion: Measuring Effective Teaching The Future Starts Now 583 Robert Pianta and Kerri A. Kerr Author Index 591 Subject Index 599
