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CASTL. Center for Advanced Study of Teaching and Learning. Improving impacts of classrooms: Professional Development and Classroom Observation. Robert C. Pianta, Ph.D. University of Virginia CASTL. Questions and challenges for policy, research, and training in education. - PowerPoint PPT Presentation
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Improving impacts of classrooms:Professional Development and
Classroom Observation
Robert C. Pianta, Ph.D.University of Virginia
CASTL
CASTLCenter for Advanced Studyof Teaching and Learning
Questions and challenges for policy, research, and training in education
What are offered to students in classrooms?
Do interactions with teachers and experiences in classrooms matter for students?
Can observation leverage improvements quality, and effectiveness of teachers/teaching?
Measure, validate, improve teacher quality at scale through standardized observation
Results of large-scale observational studies
National-level studies National Center for Early Development and
Learning (NCEDL)
NICHD Study of Early Child Care
Up to 1,000 settings observed at preschool, K, 1, 3, 5 ― more than 4,000 classrooms
Largest set of systematic standardized classroom observation in U.S. schools
All teachers credentialed/certified
Observations and large-scale applications
Trade-offs and decisions Multiple versus single occasions
Length of the “window”
Time of day / content of instruction
Unit of analysis – global or micro
Classroom-level or child-level
Training demands and reliability
Applicable across diverse settings
No system can address every concern
Ultimate criterion is link to child outcomes
Describing opportunities to learn: Counting behaviors, activities, practices
Vast majority of interaction/activity is whole group or individual seatwork
Few, if any, social or instructional interactions between teacher and individual child
Mostly literacy activities
Exceptional variation within and across grades
Consistent patterns from pre-k to 5th grade
High levels (30%) of “business/routine” activity pk-5: managing materials, routines
High levels of “basic skills” focus 7:1 in pk-1; 14:1 in 3-5
Ratio of listening, sitting, watching: Doing 10: pk-1 1,3,5
(NICHD ECCRN 2002, 2004)
How do students spend time?
Rating interactions: What is the CLASS?
Derived from developmentally-informed analysis of settings and putative impacts on broad-based outcomes.
Focus on dimensions of teacher-student interaction in 3 domains - a theoretical claim about latent structure of classroom settings
Emotional Support
Organization / Management
Instructional Support
DO
MA
INS
DIM
EN
SIO
NS
IND
ICA
TO
RS
InstructionalSupport
EmotionalSupport
Classroom Organization
Relationships, Affect, Respect, Communication
Punitive, Sarcasm/ disrespect, Negativity
Aware, Responsive, Address problem,
Comfort
Flexibility, Autonomy, Student expression
Clear expectation, Proactive, Redirection
Maximize time, Efficient routines and transitions
Variety, Promote student interest, Clarity, Engaging
Analysis/reasoning, Creativity, Integration
Feedback loops, Encourage responses, Expand performance
Conversation, Open-ended, Repeat/extend,
Advanced language
Classroom ratings: CLASS PK-5
Positive climate Negative climate Teacher sensitivity Regard for student perspectives
Effective behavior management Learning formats/engagement Productivity
Concept development Evaluative feedback Language modeling
EmotionalSupport
InstructionalSupport
Organization/Management
Positive emotional climate
Productivity
Quality of feedback
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
What is the quality of the classroom setting?
Profiles of classroom quality: First grade
Qu
alit
y
Positive emotionalclimate
Low academicdemand
Very positiveemotional climateHigh instructional
quality
Mediocre,Low academic
demand
Negative emotionalclimate,
Low instructionalquality
31% 23% 29% 17%
0
1
2
3
4
5
6
7
Emotional
Instructional
Exceptional variability within and across grades, including across the same grade/curriculum. Stability across grades is low – 15%
Little to no association of observed interactions with:
Teacher experience or training
Teacher salary
Small associations with structure and selection (.10 - .20)
Class size: larger classes more structured; smaller classes more social and higher instructional quality
Family income/education related to more positive ratings
Students needing access to stable high-quality instruction do not typically receive it – 10% rate for low achievers
Associations with structural/selection factors
Designs that isolate effects for instructional and emotional inputs controlling for other influences – in growth models Family and demographic factors Child’s prior performance Structural features of schooling
Primarily small main effects (+/- .10) Instructional and emotional quality predict more positive
achievement and social outcomes Larger effects on more proximal outcomes (e.g., child engagement) More instruction in literacy and math also predict to those
outcomes
Stronger effects for different groups of children Low maternal education Adjustment problems in K Poor
Classroom interactions and children’ssocial and academic performance
Pre-k quality and growth in child outcomes
Where should we focus attention in policy, program development, and teacher preparation?
Predicting achievement growth during preK from:
Structural features (teacher ed., curriculum, etc.)
Observed interactions (ECERS, CLASS)
No association of structure with outcome, singly or in combination (e.g., NIEER index)
Instructional and Emotional Supports (CLASS) predict positive changes in literacy, language, and math skills – small effect sizes – persist into kindergarten
Gains in Gr. 1 achievement in instructionally supportive classrooms
Standardized tests of
achievement adjusted
Low Moderate High
1st Grade Instructional Support
98
99
100
101
102
103
104
105
106
107
High educ.
Low educ.
Gains in Gr. 1 achievement in emotionally supportive classrooms
Standardized tests of
achievement adjusted
Low Moderate High
1st Grade Emotional Support
Kindergartenadjustmentproblems
98
99
100
101
102
103
104
105
106
107
No problems
Multiple problems
Implications of our work P-5
Redefine “teacher quality” in terms of performance/interactions in classroom
Strive toward moving instructional dimensions and implementation “up” the scale of quality interactions
Develop training and support approaches that address teachers’ interactions with children
Approach these goals systematically and scientifically with standardized, validated observations at core
A science of teaching and teacher-training that relies on direct and validated observation
Measurement issues/directions
Develop extension of CLASS for grades 6-12
Ecometrics – Partitioning variance related to rater, time, day, season, window, consider alternative units of analysis.
Global features more stable, valid. Reliability improved through adding raters in the system. Implications for scalability and for research on intervention effects, etc.
Informant-report version; empirical tests of content-knowledge hypotheses
Standardized observation: Support for high-quality interactions
Professional development/ training
Resource allocation
Evaluation
Curriculum
Social and academic outcomes for children
Improved teacher outcomes
CLASS InstructionalOrganization
Social
Observational Assessment
myteachingpartner.net Summer/Fall 2005
Focus on interactions in classrooms
Teacher-child interactions and relationships are the means by which the curricula are implemented
MTP uses CLASS as the basis for defining high-quality implementation and as the target/focus of professional development
Goals of MTP are to:
Increase teachers’ observation skills in identifying interactive behaviors and cues related to CLASS
Identify children’s differential responses to teacher behaviors
Increase teachers’ skills in identifying alternative responses to children's’ cues – create opportunity
myteachingpartner.net Summer/Fall 2005
MTP support for teachers
Student growth in language, literacy and social relationships
Teacher-child interactions and relationships: CLASS
Two forms of web-based support for quality implementation
MTP Activities
myteachingpartner.net Summer/Fall 2005
Project design
240 Participating PreK teachers statewide - VPI
3 Conditions of participation / levels of support
Consultancy plus website plus curriculum
Website access plus curriculum
Materials/curriculum only
All conditions
Receive iBook laptops
Receive MTP activities
Complete surveys and assess 4 randomly selected children
myteachingpartner.net Summer/Fall 2005
MTP consultation cycle
Classroom video recordingat an established time
1
Teacher reviews clipsand reflects on practice
3
Consultant reviewsand edits video clips
2
Teacher and consultantmeet and discussteaching practices
4
myteachingpartner.net Summer/Fall 2005
Prompts
“This clip is a nice demonstration of concept development. You ask the children why the girl in the book is happy. You receive one answer and then go on and get ideas from two other children. What other strategies do you use to promote concept development?”
Intended to identify positive aspect of teacher’s instruction in relation to a class dimension
myteachingpartner.net Summer/Fall 2005
Prompts
“Here you quickly and effectively redirect the children back to the story. As you watch this clip, tell me what you are doing to help the children remember the rules.”
Intended to help a teacher identify CLASS dimensions and examples in her teaching interactions
myteachingpartner.net Summer/Fall 2005
Prompts
“Some of the other children are
not engaged in this lesson.
What kinds of learning formats
might you have used to draw
all of the children in?”
Feedback on how the teacher implements lessons
Effects of MTP support on interactions
Examine both effects of condition on outcome (web vs consultation), treatment on treated, and moderation with regard to classroom demands.
Teachers receiving consultation show greater increases in quality of instructional interactions; early career teachers who view CLASS videos show gains in interactions with children; effects seem attributable to video review
Consultation moderates poverty effect
Changes in sensitivity for teachers in the MTP consultation and web only study conditions
3.5
4
4.5
5
Septe
mber
Octobe
r
Novem
ber
Decem
ber
Janu
ary
Febru
ary
Mar
ch
April
May
June
Te
ac
he
r S
en
sit
ivit
y
Consultancy
Web Only
Changes in language stimulation for teachers in the MTP consultation and web conditions
3.5
4
4.5
5
Septe
mbe
r
Octobe
r
Novem
ber
Decem
ber
Janu
ary
Febru
ary
Mar
ch
April
May
June
Lan
gu
age
Mo
del
ing
Consultancy
Web Only
Moderating effects of study condition on the association between classroom poverty and changes in teacher sensitivity
3.5
4
4.5
5
5.5
Septe
mbe
r
Octo
ber
Novem
ber
Decem
ber
Janu
ary
Febru
ary
Mar
ch
April
May
June
Te
ac
he
r S
en
sit
ivit
y
Consultancy--50% Poor
Consultancy--100% Poor
Web Only--50% Poor
Web Only--100% Poor
Moderating effects of study condition on the association between visiting video pages and changes in teacher sensitivity
3.5
4
4.5
5
Septem
ber
Octob
er
Novem
ber
Decem
ber
Janu
ary
Febru
ary
Marc
h April
May
June
Tea
cher
Se
nsi
tivi
ty
Consultancy--No Videos
Consultancy--Average Videos
Web Only--No Videos
Web Only--Average Videos
Effects of MTP support on child outcomes
Examine effects of condition and treatment on treated with Consultancy, Web, and Activities groups.
When teachers participate in consultation, children show greater gains in tests of early literacy
Definitional Vocabulary
Phonological Awareness
Print Knowledge
PALS Total
Level-1 B SE B SE B SE B SE
Child Characteristics
Pre-test 0.45*** 0.03 0.53*** 0.03 0.48*** 0.02 0.49*** 0.02
Boy -0.06 0.17 -0.92** 0.27 -1.19** 0.39 -1.33* 0.64
Non-English -0.66 0.34 -0.26 0.52 0.46 0.70 0.51 1.18
Maternal Education (years) 0.11* 0.05 0.30*** 0.08 0.13 0.11 0.12 0.18
Poverty -0.24 0.24 -0.07 0.40 -0.21 0.47 -0.58 0.83
Second Year of Intervention 0.55** 0.17 0.62* 0.28 0.50 0.35 1.62** 0.59
Associations between Teachers’ Exposure to the MyTeachingPartner Consultancy, Language and Literacy Activities and Web-Site, and Children’s Development of
Language and Literacy Skills during Pre-K
*p≤.05. **p≤.01. ***p≤.001.
DefinitionalVocabulary
PhonologicalAwareness
PrintKnowledge
PALSTotal
Level-2 B SE B SE B SE B SE
Classroom Characteristics
Mean Pre-test Score 0.17** 0.06 0.07 0.08 0.12 0.08 -0.11 0.06
Proportion in Poverty 0.04 0.60 0.44 1.06 0.42 1.72 0.53 2.80
Proportion Non-English -0.35 0.63 -0.90 1.01 -3.00 1.67 -10.2*** 2.70
Mean Mother’s Education -0.05 0.16 0.30 0.28 -0.04 0.47 -0.27 0.79
Teacher Characteristics
Advanced Degree 0.07 0.22 -0.44 0.36 -0.32 0.62 0.03 1.05
Major in ECE 0.33 0.21 0.59 0.35 0.59 0.60 2.69** 0.99
Years Teaching PK -0.00 0.01 0.02 0.02 0.01 0.04 0.06 0.06
Intervention Components
GT 20 hours/0 hours 1.03** 0.33 -0.12 0.54 0.88 0.95 2.45 1.50
GT 20 hours/LT 20 hours 0.76* 0.31 -0.22 0.57 1.40 0.90 2.23 1.54
Hours per week MTP-LL Activities
0.22 0.14 0.67** 0.24 0.44 0.38 1.41* 0.64
Low Web Use 0.42 0.32 -0.33 0.53 1.09 0.94 1.98 1.52
Medium Web Use 0.08 0.29 -0.54 0.48 0.41 0.82 1.53 1.34
*p≤.05. **p≤.01. ***p≤.001.
Associations between Teachers’ Exposure to the MyTeachingPartner Consultancy, Language and Literacy Activities and Web-Site, and Children’s Development of
Language and Literacy Skills during Pre-K (continued)
Moderating Effects of Teachers Years of Experience on the Association Between Exposure to the Consultancy
and Children’s Development of Print Knowledge
24
26
28
30
32
2 years 8 years 14 years
Years Teaching PK
Sp
rin
g P
rin
t K
no
wle
dg
e
0 hoursConsultancyGT 20 hoursConsultancy
Standardized observation of interactions
Is feasible, reliable and valid. A scalable language and lens for classroom settings
Three domains: Emotional, Organizational, Instructional appear valid across grades
A lever for research on teacher professional development and preparation to increase setting quality and child outcomes
Implications for accountability systems, teacher quality, research on teacher ed.