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Presentation Intro. From Highly Qualified to Highly Effective: Research on the Impact of Educators on Student Learning. Sabrina W.M. Laine, Ph.D. Learning Point Associates Measuring What Matters- Paying for Teacher Quality Forum September 14, 2009. The Impact of Teachers. - PowerPoint PPT Presentation
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Presentation Intro
From Highly Qualified to Highly
Effective: Research on the Impact of
Educators on Student Learning
Sabrina W.M. Laine, Ph.D.
Learning Point Associates
Measuring What Matters- Paying for Teacher Quality Forum
September 14, 2009
The Impact of Teachers
• Teachers drive student performance
▪Teachers are the greatest school-based influence on student achievement (Nye, Konstantopolous, & Hedges, 2004).
• “Americans identified two issues as most important in moving schools in the right direction: better teachers and more parental support.” (Bushaw & McNee, 2009)
Current Policy
• Federal policy on teacher quality currently focuses on teacher “inputs”
• As established by the 2001 reauthorization of the Elementary and Secondary Education Act (ESEA), a “highly qualified teacher” has the following:
▪A college degree
▪Content-area undergraduate major
▪State teaching certification
Measuring Input is not Enough
• Inputs (certification status, degree, subject area major) do not greatly impact student achievement (Rice, 2003; Roza & Miller, 2009)
• Recent research is shifting from teacher quality to teaching quality
▪As a concept, teacher effectiveness measures teaching quality through contributions to student growth and learning
Framework for Thinking Beyond
Teacher Quality
Teacher Performance
Teachers
Students Content
Teacher Qualifications- HQT Status- Degrees- State Certification- Experience
Expertise- Pedagogical knowledge- Content knowledge- Content knowledge for teaching
Capacity- Verbal intelligence- Willingness to learn- Preparedness
Character/Dispositions- Sensitivity- Warmth- Commitment- Passion
Are enacted in and
shaped by
Student Outcomes/ TeacherWhich
influences Effectiveness
Quality versus Effectiveness
• Indicators of Quality
▪ HQT Status
▪ Teacher Expertise
▪ Teacher Capacity
▪ Teacher Character
▪ Teacher Performance
• Indicators of Effectiveness
▪ Demonstrated contributions to
student learning outcomes
(value-added scores, student
work samples)
▪ Demonstrated contributions to
other desired student outcomes
(social-emotional outcomes,
student engagement,
attendance/graduation rates,
student/parent/alumni surveys)
Five Point Definition
National Comprehensive Center for Teacher Quality:
http://www.tqsource.org/publications/practicalGuide.pd
f
1. Have high expectations for all students and help
students learn, as measured by value-added or other
test-based growth measures, or by alternative
measures
2. Contribute to positive academic, attitudinal, and social
outcomes for students such as regular attendance, on-
time promotion to the next grade, on-time graduation,
self-efficacy, and cooperative behavior
Five Point Definition, cont.
3. Use diverse resources to plan and structure engaging
learning opportunities; monitor student progress
formatively, adapting instruction as needed; and
evaluate learning using multiple sources of evidence
4. Contribute to the development of classrooms and
schools that value diversity and civic mindedness
5. Collaborate with other teachers, administrators,
parents, and education professional to ensure student
success, particularly the success of students with
special needs and those at high risk for failure
How to Measure Effectiveness
• What are the instruments? What are the variables? What are the outcome measures?
• Examples of Current Practice▪Review of Teacher Lesson plans
▪Classroom observations
▪Self-assessments
▪Portfolio assessments
▪Student achievement data
▪Student work sample reviews
What the Research Says about
Value-Added
• Advantages (Goe & Croft, 2009)
▪ Relatively inexpensive, after
initial infrastructure costs
▪ Focuses solely and directly on
student learning
▪ Relatively objective
▪ Comparable across schools,
districts, and states (provided
they use the same statistical
methods and achievement tests)
• Disadvantages (Goe & Croft,
2009)
▪ Can be costly to build data system
from scratch
▪ No information about what effective
teachers do in the classroom
▪ No information to help teachers
improve
▪ No information for some teachers
(e.g. special education, art, music,
early elementary)
How to Measure Effectiveness
12
Teacher EffectivenessEmpirically defined using value-added measures; teachers are ranked by how
much students gained compared to how much they were predicted to
gain in achievement.
Teacher QualificationsEducation, certification, credentials, teacher test scores, and experience
Teacher Practices(Teaching Quality)
Practices both in and out of the classroom (impacted by school and
classroom context): planning, instructional delivery, classroom
management, interactions with students Teacher CharacteristicsAttitudes, attributes, beliefs, self-efficacy, race, gender
Student Achievement (predicted) – Student Achievement (actual) =
Student Gain Score
Teacher Quality
Student Achievement Test Scores(treated as indicator of teacher quality)
Outcomes
Processes
Inputs
Source: Goe, Bell, & Little; 2008
Where is the Field on this Issue?
• Administrators are the most common evaluators according to study of 140 districts
• On average, non-tenured teachers evaluated twice a year and tenured teachers once every three to five years (Brandt, et al., 2007)
• More than 6 in 10 teachers prefer a principal who visits frequently and provides detailed feedback as opposed to yearly formal observations (Public Agenda/LPA 2009)
Where is the Field, cont.
• 66% of teachers who give their principals fair/poor ratings consider lack of administrative support a major drawback of teaching
• 87% of the same group believe principals would use performance pay to play favorites and reward teachers who are loyal
• More than 7 in 10 teachers would choose a school with better administrative support over a school with a higher salary (Public Agenda/LPA 2009)
A Systemic Approach that
Includes Compensation Reform
Preparation
Recruitment
Induction
WorkingConditions
ProfessionalDevelopment
Compensation and Incentives
PerformanceManagement
Hiring
Example of a Systemic
ApproachRecruitment Hiring Induction
and
Mentoring
Professional
Development
Working
Conditions
Compensation
and Incentives
Performance
Management
16
• Ensure that workloads are reasonable.
• Offer long-term salary policies that are market-sensitive, competitive, and performance-based.
• Implement early hiring timelines.
• Provide differentiated, ongoing, job-embedded professional development.
Focus on What Matters
• America’s central educational challenge is to dramatically improve student performance.
▪Teachers drive student performance
• We need a systemic approach to ensure the most effective teacher in every classroom and most effective leader in every school.
References
• Brandt, C., Mathers, C., Oliva, M., Brown-Sims, M., & Hess, J. (2007). Examining district guidance
to schools on teacher evaluation policies in the Midwest region (Issues & Answers Report, REL
2007-No.030). Washington, DC: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Evaluation and Regional Assistance, REL Midwest. Retrieved
September 8, 2009 from http://ies.ed.gov/ncee/edlabs/regions/midwest/pdf/REL_2007030.pdf
• William J. Bushaw and John A. McNee. (September 2009). The 41st Annual Phi Delta Kappa/Gallup
Poll of the Public’s Attitudes Toward the Public Schools Americans Speak Out: Are Educators and
Policy Makers Listening? Phi Delta Kappan, 91(1), 8-23.
• Goe, L., Bell, C., & Little, O. (2008). Approaches to evaluating teacher effectiveness: A research
synthesis. Washington, DC: National Comprehensive Center for Teacher Quality. Retrieved January
30, 2009, from http://www.tqsource.org/publications/EvaluatingTeachEffectiveness.pdf
References
• Goe, L. & Croft, A. (2009). Methods of evaluating teacher effectiveness. Washington, DC:
National Comprehensive Center for Teacher Quality. Retrieved September 8, 2009 from
http://tqcenter.learningpt.org/publications/RestoPractice_EvaluatingTeacherEffectiveness.p
df.
• Little, O., Goe, L., & Bell, C. (2009). A practical guide to evaluating teacher effectiveness.
Washington, DC: National Comprehensive Center for Teacher Quality. Retrieved September
8, 2009 from http://www.tqsource.org/publications/practicalGuide.pdf.
• No Child Left Behind (NCLB) Act of 2001, Pub. L. No. 107-110, § 115, Stat. 1425 (2002).
• Nye, B., Konstantopolous, S., & Hedges, L. V. (2004). How large are teacher effects?
Educational Evaluation & Policy Analysis, 26(3), 237–257. Retrieved September 8, 2009,
from http://www.sesp.northwestern.edu/docs/publications/169468047044fcbd1360b55.pdf
References
• Public Agenda & Learning Point Associates (2009 forthcoming). Teaching for a living:
How teachers see the profession today. Presentation prepared for the Retaining
Teaching Talent Project Advisory Group meeting, Gates Foundation: Washington, DC.
• Rice, J. K. (2003). Teacher quality: Understanding the effectiveness of teacher
attributes. Washington, DC: Economic Policy Institute.
• Roza, M. & Miller, R. (2009). Separation of degrees: State-by-state analysis of teacher
compensation for master’s degrees. Seattle, WA: Center on Reinventing Public
Education. Retrieved September 8, 2009 from
http://www.crpe.org/cs/crpe/download/csr_files/rr_crpe_masters_jul09.pdf.
Contact Information
Sabrina W.M. Laine, Ph.D.
P: 630-649-6686 > F: 630-649-6700
E-Mail: [email protected]