Qualities of Effective Teachers

1. Qualities of Effective Teachers

2. Video • http://www.youtube.com/watch?v=7bIQ4-3XSxU

3. Why are effective teachers so important?

4. What factor had the largest effect on student achievement?

5. What factor had the largest effect on student achievement?

6. Influences on Student Achievement:Explained Variance Hattie (2003): http://acer.edu.au/documents

7. Three-year Impact ofEffective vs. Less Effective Teachers

8. Dallas Research: Teacher Quality 4th Grade Math Achievement Dallas, Texas data: 2800-3200 students per cohort Comparison of 3 “highly effective” & 3 “ineffective” teachers (Jordan, Mendro, & Weerasinghe, 1997)

9. Dallas Research: Teacher Quality 4th Grade Reading Achievement Dallas, Texas data: 2800-3200 students per cohort Comparison of 3 “highly effective” & 3 “ineffective” teachers (Jordan, Mendro, & Weerasinghe, 1997)

10. Residual Effect Two years of effective teachers could not remediate the achievement loss caused by one year with a poor teacher. Mendro, Jordan, Gomez, Anderson, & Bembry (1998)

11. Time in the School Year Neededto Achieve the Same Amount of Learning 75th Percentile Teacher 25th Percentile Teacher 0 1/4 1/2 3/4 1 Years Needed Leigh, Economics of Education Review (2010)

12. Time in the School Year Neededto Achieve the Same Amount of Learning 90th Percentile Teacher 10th Percentile Teacher 0 1/4 1/2 3/4 1 Years Needed Leigh, Economics of Education Review (2010)

13. What is an effective teacher?

14. Qualities of Effective Teachers EFFECTIVE TEACHERS Background Job Responsibilities and Practices Prerequisites Organizing for Instruction Implementing Instruction The Person Classroom Management & Instruction Monitoring Student Progress & Potential Stronge, Qualities of Effective Teachers, ASCD (2007). Diagram is used with the permission of Linda Hutchinson, Doctoral Student, The College of William and Mary

15. Which teacher factor is a strong predictor of student achievement gains? Prerequisites of Effective Teachers X • Teacher experience • Teacher level of education • Type of teacher certification X X

16. The Teacher as a Person • Caring • Fairness & Respect • Attitude • Reflective Practice

17. The Bottom Line “… nothing, absolutely nothing, has happened in education until it has happened to a student.” Joe Carroll (1994)

18. Videohttp://www.youtube.com/watch?v=1lcZbRY_bYs

19. Effectiveness is the goal. Evaluation is merely the means. Teacher Performance Evaluation System

20. Teacher Performance Evaluation System

21. Question 1

22. Main Components Performance Standard Performance Indicators Performance Appraisal Rubric

23. Teacher Performance Standards

24. Performance Standard 1

25. Performance Standard 2

26. Performance Standard 3

27. Performance Standard 4

28. Performance Standard 5

29. Performance Standard 6

30. Question 2

31. Multiple Data Sources for Teachers

32. Data Collection Responsibilities

33. Question 3

34. Evaluations

35. Terms used in Rating Scale

36. Evaluation Process

37. Focus on Effectiveness OutstandingTeachers & Leaders = Student Results

38. Videohttp://www.youtube.com/watch?v=sQVgniNcO_g

39. Teacher Responsibilities • Having knowledge of the content, students, and curriculum • Planning instruction that meets student needs and curricular requirements • Offering appropriate and engaging instruction • Assessing student work • Providing a safe and secure learning environment • Demonstrating professionalism and communicating effectively Student Learning

40. Limitations of Observation • Observe 2 to 4 classes per year (.4% of performance) • Classroom responsibilities only • Subject to evaluator bias • Focus on process of teaching versus outcomes • Inspector model of evaluation

41. Multiple Data Sources Goal Setting for Student Achievement Observations Documentation Log Surveys Teacher Evaluation

42. Observation Intended to provide information on a wide variety of contributions made by teachers in the classroom or to the school community as a whole. • May take a variety of forms • Formal observation • Informal observation • Walk-through observation • May occur in a variety of settings • Classroom environment • Non-classroom environment

43. Formal Observations • Directly focused on teacher performance standards • May not see all standards in one observation • May include review of teacher artifacts or student data • Announced or unannounced; at least 45 minutes in duration • Teachers observed at least twice per year • New to District teachers observed by end of 1st grading period and then by January 15 • Continuing contract teacher observed by January 15 and then by May 1 • Additional observations at evaluator’s discretion • At least one pre-observation conference for teachers in first year in district • Evaluator provides feedback during post-observation conference, typically within five working days

44. Informal Observations • Provide more frequent information on wide variety of teacher contributions • Classroom and non-classroom settings • Less structured than formal observations • No specified duration • Occur throughout the year • Evaluator completes observation form; provides copy to teacher

45. Documentation Log • Provides evidence of performance related to specific standards – teacher’s voice in evaluation • Complements classroom observation • Includes both specific required artifacts and teacher-selected artifacts • Emphasis is on quality, not quantity • Should include analysis and reflection • More concise than portfolios; district needs to relay expectations • Reviewed by evaluator by mid-year for New to District teachers; by May 1 for all teachers • Electronic or paper files

46. Student Surveys • Provide students’ perceptions of how teacher is performing -- direct knowledge of classroom practices • All teachers survey students prior to October 15th • New to District teachers survey same cohort by December 15th • Continuing contract teachers survey same cohort by February 15th • Age considerations for survey • Surveys are anonymous • Actual responses seen only by individual teacher • Teachers fill out Student Survey Growth Plan and Student Survey Analysis and include in documentation log • Helps teachers reflect on practice; set goals for continuous improvement (formative evaluation)

47. Sample Student Survey Abbreviated for training purposes

48. Sample Student Survey Abbreviated for training purposes

49. Student Surveys: Benefits & Challenges Teachers receive feedback from the receivers of their services Teachers can use as a formative evaluation to improve practice Concern that results are based on popularity Surveys might not ask the right questions Surveys might not ask the right students Benefits Challenges

50. What Does the Research Say? • Ample evidence to support use of student surveys in teacher evaluation • Research consistently indicates that students from K-12 can provide reliable information related to teacher effectiveness • Student ratings of teachers are a significant predictor of student achievement--better than parent or administrator ratings Faucette, Ball, & Ostrander, 1995; Stronge & Ostrander, 2006; Wilkerson, Mannatt, Rogers, & Maughan, 2000