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September 2010. Making a Difference for Student Achievement. 2. Long History of Failed Performance-Pay Plans. . September 2010. Making a Difference for Student Achievement. 3. Long History of Failed Performance-Pay Plans. . September 2010. Making a Difference for Student Achievement. 4. 2010 Vanderbilt Study on Nashville\'s POINT Model . 
Designing a System that Works: How Schools and Teachers Make...
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1. Designing a System that Works: How Schools and Teachers Make a Difference for Student Achievement Barnett Berry September 28, 2010
2. September 2010 Making a Difference for Student Achievement 2 Long History of Failed Performance-Pay Plans
3. September 2010 Making a Difference for Student Achievement 3 Long History of Failed Performance-Pay Plans
4. September 2010 Making a Difference for Student Achievement 4 2010 Vanderbilt Study on Nashville’s POINT Model 3-year experimental study of middle school math teachers in Metro Nashville Public Schools
Bonuses for test scores ranging from $5,000-$15,000
No additional supports provided or measures used
No lasting or statistically significant effect other than 5th grade and that effect did not last through the end of 6th grade
5. September 2010 Making a Difference for Student Achievement 5 Common Themes in Design and Implementation of Six TIF Sites Aligned system of performance-pay, professional development, collaboration, and evaluation
Wide stakeholder involvement in the design and implementation
Incentives as just one part of a broader emphasis on improving teaching and learning
6. September 2010 Making a Difference for Student Achievement 6 Common Themes in Design and Implementation of Six TIF Sites Opportunities for teacher leadership in providing school-based support, evaluation, and oversight for instructional improvement
Financial and programmatic support from states and districts
Reallocation of state and district funds to support performance compensation reforms
7. September 2010 Making a Difference for Student Achievement 7 Limitations of Value-added Models Students are not randomly assigned to teachers.
There is a lack of properly scaled year-to-year tests (i.e., geometry teacher can’t be judged on students’ previous performance in algebra).
Student mobility undermines stability.
Many students are taught the same subject by more than one teacher.
8. September 2010 Making a Difference for Student Achievement 8 Limitations of Value-added Models VAM models are unstable in distinguishing among teachers in the middle ranges of performance.
Depending on the VAM statistical model a researcher uses, the same teacher can be identified as effective or ineffective.
The same teacher’s effectiveness rating changes depending on the school in which he or she teaches.
9. August 2010 Making a Difference for Student Achievement 9 Ref: Jackson & Bruegmann (2009)Ref: Jackson & Bruegmann (2009)
10. Collaboration is Key August 2010 Making a Difference for Student Achievement 10
11. September 2010 Making a Difference for Student Achievement 11 What Matters Most for Teacher Effectiveness Developing high-quality preparation, certification, and induction programs, especially for high-needs schools
Providing high quality joint professional development
Cultivating strong principals who value teacher leadership
Supporting students out of school
12. The Conditions that Allow Teachers to Teach Effectively Staffing schools to build on collective experience and expertise
Involving teachers in staffing decisions and peer review
Building skill/creating time to collaborate: horizontally and vertically
Eliminating out-of-field assignments
Managing student mobility
September 2010 Making a Difference for Student Achievement 12
13. September 2010 Making a Difference for Student Achievement 13 Designing a P4P System that Works: Four Criteria Focus on student learning as well as teacher learning and leadership
Use of professional judgment, not just statistics, to determine who is effective
Use of accountability data to improve and spread expertise, not just reward it
Time for teachers to develop, monitor, and improve the system
14. For More Information Barnett Berry, CTQ
500 Millstone Drive, Suite 102 Hillsborough, NC 27278
email: bberry@teachingquality.org
ph: 919-241-1575
www.teachingquality.org
www.teacherleaders.org
September 2010 Making a Difference for Student Achievement 14
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Designing a System that Works: How Schools and Teachers Make a Difference for Student Achievement - September 2010. Making a Difference for Student Achievement. 2. Long History of Failed Performance-Pay Plans. . September 2010. Making a Difference for Student Achievement. 3. Long History of Failed Performance-Pay Plans. . September 2010. Making a Difference for Student Achievement. 4. 2010 Vanderbilt Study on Nashville\'s POINT Model .
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Teachers Who Make a Difference in Gifted Children s Lives - Can Teachers Make a Difference?. Common sense tells us soOur history as a field tells us soTerman\'s
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Strong School Library Media Programs Make a Difference in Academic Achievement - Gaver Study, 1963:. Academic achievement is higher when:There is a centralized library in the school.The library collection is large and easily accessible.. Lance Study Finding, 1993:. Academic Achievement was higher in Colorado schools when:There were more hours of professional library media spe
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Strong School Library Media Programs Make a Difference in Academic Achievement - Gaver Study, 1963:. Academic achievement is higher when:There is a centralized library in the school.The library collection is large and easily accessible.. Lance Study Finding, 1993:. Academic Achievement was higher in Colorado schools when:There were more hours of professional library media spe
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Strong School Library Media Programs Make a Difference in Academic Achievement - Gaver Study, 1963:. Academic achievement is higher when:There is a centralized library in the school.The library collection is large and easily accessible.. Lance Study Finding, 1993:. Academic Achievement was higher in Colorado schools when:There was a professional library media specialistThe l
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21st Century Literacy Skills Teachers Can Make a Difference - Our Children\'s Future. Kindergartners today are the class of 2021 Children born today will retire in 2063-2080What will the world be like then?. http://www.youtube.com/watch?v=c1KEFgD6Dtg. The World Has Changed . We have moved into a more demanding cognitive age, compelling people to become better at absorbing, processing and combining information..
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Helping Teachers Increase Student Achievement - March 12. Title IIA Funds Must Target Schools. With lowest proportion of highly qualified teachers,With the largest average class size, orAre identified for school improvement under section 1116(b) of Title I Part A NCLB Section1112(b)(3). March 12. Needs Assessment Is R
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MCPA: Let s make a difference in your student placements -
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Student Involvement in Public Policy: How YOU Can Make a Difference - Credits. The FASP PPI committee would like to thank NASP for providing the material contained in this presentation. . We need to make the case for our services. No one else will do it for us.. Costs of Anonymity . Reduced SP servicesIncreased job frustration/stressNegative impact on individ
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Classroom Instruction That Works Research-Based Strategies for Increasing Student Achievement - 2. Effect Sizes and Other Exciting Topics. Educational research Meta-analysisStandard deviation unitsPercentile gainsNegative effectsNormal distributionOne size does not fit allThe unknown
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