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Setting the contextThe Importance of Getting Teacher Appraisal
Right
2
An excellent teacher can raise
test scores by as much as 50% compared to the average teacher
3
Average:
62%
A moderate or large change in their
teaching practices after they received
feedback
Source: OECD, 2013
4
Average:
71%
A moderate or large change in their
confidence as a teacher after they received feedback
Source: OECD, 2013
5
Average:
63%
A moderately or large change in their job satisfaction
Source: OECD, 2013
6
Average:
47%
Feedback is provided to teachers based on
a thorough assessment of their
teaching
Source: OECD, 2013
7
Average:
51%
Teacher appraisal and feedback are largely
done to fulfil administrative requirements
Source: OECD, 2013
8
Average:
31%
If a teacher is consistently
underperforming, he/she would be
dismissed
Source: OECD, 2013
9
Average:
38%
The best performing teachers in this school receive the greatest
recognition
Source: OECD, 2013
10
Planning and Preparation
Classroom Environment
InstructionProfessional
Responsibilities
Teaching
Source: Danielson, Framework for Teaching (1996, 2007)
A consistent and objective set of measures
11
Teacher’s professional development
Contribution to school development
Links to external partners or the
community
Contribution to extra-curricular activities
Professional Responsibiliti
es
Additional responsibilities
12
Frequency of appraisal for performance management
Never <1 every 2 years
Once every 2 years
Once per year
Twice or more per
year
0
5
10
15
20
25
30
35
40
45
Frequency of formal appraisal by the school principal (%)
Never <1 every 2 years
Once every 2 years
Once per year
Twice or more per
year
0
5
10
15
20
25
30
35
40
45
Frequency of formal appraisal by the school management
team (%)
13
76%Content
knowledge
79%Student Surveys
95%Test Scores
95%Classroom
observation
89%Parent
feedback
81%Self-Assessment
Commonly used information sources
14
Appraisal Methods
Classroom Observatio
n
15
Appraisal Methods
Classroom Observatio
n
Objective Setting
and Interviews
16
Appraisal Methods
Classroom Observatio
n
Objective Setting
and Interviews
Teacher Self-
Appraisal
17
Appraisal Methods
Classroom Observatio
n
Objective Setting
and Interviews
Teacher Self-
Appraisal
Teacher’s Portfolio
18
Appraisal Methods
Classroom Observatio
n
Objective Setting
and Interviews
Teacher Self-
Appraisal
Teacher’s Portfolio
Pupil and Parent
Surveys
19
Appraisal Methods
Classroom Observatio
n
Objective Setting
and Interviews
Teacher Self-
Appraisal
Teacher’s Portfolio
Pupil and Parent
Surveys
Gains in Student Results
20
Appraisal Methods
Classroom Observatio
n
Objective Setting
and Interviews
Teacher Self-
Appraisal
Teacher’s Portfolio
Pupil and Parent
Surveys
Gains in Student Results
Correlation:
0.24
95%
source: MET (2012)
21
Improving Classroom Observation
1. Set clear expectations
2. Require observers to demonstrate accuracy
3. Average over multiple lessons
4. Track system-level reliability
5. Regularly verify link to student achievement gains
Source: Measures of Effective Teaching (2012)
22
Appraisal Methods
Classroom Observatio
n
Objective Setting
and Interviews
Teacher Self-
Appraisal
Teacher’s Portfolio
Pupil and Parent
Surveys
Gains in Student Results
Correlation:
0.3779%
source: MET (2012)
23
Appraisal Methods
Classroom Observation
Objective Setting and Interviews
Teacher Self-Appraisal
Teacher’s Portfolio
Pupil and Parent Surveys
Gains in Student Results
Correlation:
0.69
95%
source: MET (2012)
24
Assumptions needed:
• Teachers should be unaffected by their working environment
• Allocation of pupils needs to be random
• Value added is equal regardless of the baseline
• Teachers are equally effective with all pupils
Is VA a truly unbiased measure of teacher quality?
25
Is VA a consistent measure over time?
Source: Based on 941 teachers, Koedel and Betts (2007)
26
Percentage increase in the chance of an average teacher being misjudged as exceptionally good or bad when using a single year measure
25%
Source: Schochet and Chiang (2010)
Is VA a consistent measure over time?
27
If VA test scores placed a teacher in the bottom 3% then there was an 80%
probability they would be classified in the bottom quartile on all measures
Is VA an accurate reflection of teacher quality?
28
Conclusions