Measuring quality teaching

1. Measuring quality teaching • Tracking tasks teachers posed • Capture classroom traces of student work • Listening to teachers describe student work individually and in groups • Listening to the stories teachers tell

2. Principled Ideas • Continual contact with teachers • Common focus • Classrooms as sites for teacher learning

3. Features of Professional Development Continual Contact with Teachers • Workgroups • Informal conversations Common Focus • Children’s thinking • Problem posing • Structure & focus of workgroups Classrooms as Sites for Teacher Learning • Experimentation with problems • Classroom visits • Focus on 3 students

4. Multi-layered Approach • Teachers as individuals • Teachers in workgroups • Teachers as members of school community

5. Multiple Data Sources • Workgroups • Interviews • Classroom observations • Informal conversations

6. Shifts in Workgroup Practice • structural shifts in participation: patterns of conversation • substantive shifts: detail of language around children’s mathematical thinking

7. Generative Growth • Detailed knowledge •  Structure and organization of knowledge • Developed identity around adapting and creating knowledge and practice

8. Quality teaching and student achievement: cautions • Mirroring the content debates • School culture • Whose students? • Sorting • Time and opportunity for teacher learning

9. Teacher quality and student learning • Measures aligned with school goals • Multiple measures: substance and form student work samples, confidence, reported understanding, persistence • Examining patterns over time

10. Supporting and Assessing Teacher Quality Megan Loef Franke SSGC Research Group UCLA Teacher Education Research Group