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In the “Eye of the Tiger”

In the “Eye of the Tiger”. It is (mostly) about Improvement. Improving Teaching: What we would like to happen. How far will personnel evaluation take us?. Number of Teachers. “Teacher Effectiveness”. Suppose We W ere E valuating 10,000 Teachers: Ideal Result.

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In the “Eye of the Tiger”

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  1. In the “Eye of the Tiger” It is (mostly) about Improvement

  2. Improving Teaching: What we would like to happen How far will personnel evaluation take us? Number of Teachers “Teacher Effectiveness”

  3. Suppose We Were Evaluating 10,000 Teachers: Ideal Result Observational rubric designation 1 2 3 4 Value added designation 4 3 2 1

  4. What We Will Likely See in Practice: 10,000 teachers with ρ =.30 Observation rubric designation 1 2 3 4 Valued added designation 4 3 2 1 Lots of mixed patterns of evidence

  5. Empirical Teacher Effectiveness Distributions: A small percent outliers… a huge group in the middle

  6. So can we use teacher evaluation rankings to improve teaching? Simple, but naïve idea— “You’re category 2…improve!” Not mostly a problem of effort, intentions or attention. For most teachers it is a question of “Well, exactly how do I improve?” Classic Edward Deming observation…

  7. You cannot fatten the cow by weighing it!

  8. So what in the teacher evaluation data might actually inform improvement? Value added—some use for targeting but even here pretty unreliable. Classroom observation protocols should be of value. But, even here there is a complication.

  9. Measurement For Improvement vsMeasurement for Evaluation • Measurement for personnel evaluation • Reliability is paramount • Low inference premium, clearly observable behaviors • Generality for all • Measurement for improvement • Focus on signaling what we value • Timely, woven into the web of work • High inference OK within professional community, low stakes • Aligned to specific work of instruction

  10. An Instructional-System Specific Protocol Guided Reading: A High Leverage Daily Activity in Grade 1-3 Comprehensive Literacy Classrooms Five Elements Form the Practice: • Text Selection • Text Introduction • During the Reading • After Reading • Word Work

  11. Guided Reading—After Reading(one of two rubric elements)

  12. A General Standards-Based ProtocolInstruction: Feedback to Students

  13. So the good news…we are beginning to focus on the right problem • Moving out problematic teachers must happen—truncate off the extreme negative tail. • And it is also about improving teaching–move the overall distribution.

  14. But… It is far from clear that we are equipping districts with the right observational tools to inform such improvements.

  15. For in the end, it is all about…

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