Research indicates that teachers
affect student achievement more than any other school-related factor. However, value-added
modeling, which measures teacher performance based on student test results, has
revealed a high degree of variation among teachers. Policymakers have responded
with a strong focus on reducing variability as a way to improve teaching.
One expression of this
policy focus has been the adoption of structured observation protocols for
assessing how teachers provide lessons to their students. These protocols also
offer the opportunity to provide teachers with valuable feedback on how their
teaching practices could be improved. One such protocol, Classroom Assessment
and Scoring System for Secondary Students (CLASS-S), defines ten dimensions of
effective teaching that attempt to capture three areas of lesson delivery:
- Lesson content
- Classroom organization and student engagement
- Quality of student support and feedback provided by the teacher.
Scores are collected in
multiple classrooms or sections of students, during multiple measurement
sessions conducted by multiple raters. This is intended to improve reliability
and provide teacher scores that best capture teacher performance.
Past studies of these
protocols haven't completely separated situational sources of variation
that arise when teachers are rated. For example, when an individual rater
observes a teacher instructing a specific group of students, on a specific day,
this is a unique event that can introduce variation at multiple levels.
A key question about the
use of protocols like CLASS-S is whether this situational variance affects the
“intrinsic” scores that are supposed to reflect teachers' consistent
performance.
My colleagues and I were
able to filter out situational variation in two recent studies—one of more than
900 middle school teachers (PDF), another of roughly 80 middle and high school
algebra teachers (PDF)—both of which employed a Bayesian hierarchal model. This
unique approach allowed us to discover intrinsic scores for teachers that
better capture their performance.
When we looked at the ten
dimensions measured by CLASS-S, we found teachers tended to either score well
on all ten or poorly on all ten and that these scores were driven by a single
root cause and that single root cause can explain a large portion of the
variance among teachers.
Future research might
also examine how approaches to lesson preparation and other
outside-of-the-classroom activities influence teachers' value-added scores.
Of course, even as
experts continue to refine value-added modeling and measures of effective
teaching become more reliable, policymakers must remember that value-added
estimates enable relative judgments but are not absolute indicators of
effectiveness—they're one piece of a very complex puzzle.
Use travel time wisely:
“I don’t believe in
kids sitting on the bus or subway and doing nothing,” Krieger says. “I have all
my students bring a journal, a pencil, and a book. It gives them something to
do and it lays the groundwork for behaviour in public.”
Educational Value
As a class
teacher and Educational Visits Coordinator, one of the first things you need to
do is justify the trip in terms of educational value. A day, half day or week
out of the classroom is going to cost time and money, so it has to have an
educational benefit to the children you are planning to take. Your planning
should be aimed at getting the school trip proposal passed by your head
teacher.
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