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Designing a System that Works: How Schools and Teachers Make a Difference for Student Achievement

Designing a System that Works: How Schools and Teachers Make a Difference for Student Achievement. Barnett Berry September 28, 2010. Long History of Failed Performance-Pay Plans. Long History of Failed Performance-Pay Plans. 2010 Vanderbilt Study on Nashville’s POINT Model .

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Designing a System that Works: How Schools and Teachers Make a Difference for Student Achievement

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  1. Designing a System that Works:How Schools and Teachers Make a Difference for Student Achievement Barnett Berry September 28, 2010

  2. Long History of Failed Performance-Pay Plans Making a Difference for Student Achievement

  3. Long History of Failed Performance-Pay Plans Making a Difference for Student Achievement

  4. 2010 Vanderbilt Study on Nashville’s POINT Model • 3-year experimental study of middle school math teachers in Metro Nashville Public Schools • Bonuses for test scores ranging from $5,000-$15,000 • No additional supports provided or measures used • No lasting or statistically significant effect other than 5th grade and that effect did not last through the end of 6th grade • Springer, M.G., Ballou, D., Hamilton, L., Le, V., Lockwood, J.R., McCaffrey, D., Pepper, M., & Stecher, B. (2010). Teacher pay for performance: Experimental evidence from the Project on Incentives in Teaching. Nashville, TN: • National Center on Performance Incentives at Vanderbilt University. Making a Difference for Student Achievement

  5. Common Themes in Design and Implementation of Six TIF Sites • Aligned system of performance-pay, professional development, collaboration, and evaluation • Wide stakeholder involvement in the design and implementation • Incentives as just one part of a broader emphasis on improving teaching and learning • Eckert, J. (2010, August). Performance-based compensation: Design and implementation at six Teacher Incentive Fund sites. Santa Monica, CA: National Institute for Excellence in Teaching. Making a Difference for Student Achievement

  6. Common Themes in Design and Implementation of Six TIF Sites • Opportunities for teacher leadership in providing school-based support, evaluation, and oversight for instructional improvement • Financial and programmatic support from states and districts • Reallocation of state and district funds to support performance compensation reforms • Eckert, J. (2010, August). Performance-based compensation: Design and implementation at six Teacher Incentive Fund sites. Santa Monica, CA: National Institute for Excellence in Teaching. Making a Difference for Student Achievement

  7. Limitations of Value-added Models • Students are not randomly assigned to teachers. • There is a lack of properly scaled year-to-year tests (i.e., geometry teacher can’t be judged on students’ previous performance in algebra). • Student mobility undermines stability. • Many students are taught the same subject by more than one teacher. Making a Difference for Student Achievement

  8. Limitations of Value-added Models • VAM models are unstable in distinguishing among teachers in the middle ranges of performance. • Depending on the VAM statistical model a researcher uses, the same teacher can be identified as effective or ineffective. • The same teacher’s effectiveness rating changes depending on the school in which he or she teaches. Making a Difference for Student Achievement

  9. Power of Peer Learning among Teachers: Where Teachers Share Expertise, Student Achievement Increases Jackson, C. K. & Bruegmann, E. (2009, July). Teaching students and teaching each other: The importance of peer learning for teachers. NBER Working Paper 15202. Cambridge, MA: NBER. Making a Difference for Student Achievement

  10. Collaboration is Key 91% of teachers agree that “other teachers contribute to my success in the classroom.” Making a Difference for Student Achievement

  11. What Matters Mostfor Teacher Effectiveness • Developing high-quality preparation, certification, and induction programs, especially for high-needs schools • Providing high quality joint professional development • Cultivating strong principals who value teacher leadership • Supporting students out of school Making a Difference for Student Achievement

  12. The Conditions that Allow Teachers to TeachEffectively • Staffing schools to build on collective experience and expertise • Involving teachers in staffing decisions and peer review • Building skill/creating time to collaborate: horizontally and vertically • Eliminating out-of-field assignments • Managing student mobility Making a Difference for Student Achievement

  13. Designing a P4P System that Works: Four Criteria • Focus on student learning as well as teacher learning and leadership • Use of professional judgment, not just statistics, to determine who is effective • Use of accountability data to improve and spread expertise, not just reward it • Time for teachers to develop, monitor, and improve the system Making a Difference for Student Achievement

  14. For More Information • Barnett Berry, CTQ • 500 Millstone Drive, Suite 102Hillsborough, NC 27278 • email: bberry@teachingquality.org • ph: 919-241-1575 • www.teachingquality.org • www.teacherleaders.org Making a Difference for Student Achievement

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