Designing a System that Works: How Schools and Teachers Make a Difference for Student Achievement

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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 .
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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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