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Designing a System that Works: How Schools and Teachers Make a Difference for Student Achievement. Barnett Berry September 28, 2010. Long History of Failed Performance-Pay Plans. Long History of Failed Performance-Pay Plans. 2010 Vanderbilt Study on Nashville’s POINT Model .

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designing a system that works how schools and teachers make a difference for student achievement

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

Barnett Berry September 28, 2010

long history of failed performance pay plans
Long History of Failed Performance-Pay Plans

Making a Difference for Student Achievement

long history of failed performance pay plans1
Long History of Failed Performance-Pay Plans

Making a Difference for Student Achievement

2010 vanderbilt study on nashville s point model
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
  • Springer, M.G., Ballou, D., Hamilton, L., Le, V., Lockwood, J.R., McCaffrey, D., Pepper, M., & Stecher, B. (2010). Teacher pay for performance: Experimental evidence from the Project on Incentives in Teaching. Nashville, TN:
  • National Center on Performance Incentives at Vanderbilt University.

Making a Difference for Student Achievement

common themes in design and implementation of six tif sites
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
  • Eckert, J. (2010, August). Performance-based compensation: Design and implementation at six Teacher Incentive Fund sites. Santa Monica, CA: National Institute for Excellence in Teaching.

Making a Difference for Student Achievement

common themes in design and implementation of six tif sites1
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
  • Eckert, J. (2010, August). Performance-based compensation: Design and implementation at six Teacher Incentive Fund sites. Santa Monica, CA: National Institute for Excellence in Teaching.

Making a Difference for Student Achievement

limitations of value added models
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.

Making a Difference for Student Achievement

limitations of value added models1
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.

Making a Difference for Student Achievement

slide9
Power of Peer Learning among Teachers: Where Teachers Share Expertise,

Student Achievement Increases

Jackson, C. K. & Bruegmann, E. (2009, July). Teaching students and teaching each other: The importance of peer learning for teachers. NBER Working Paper 15202. Cambridge, MA: NBER.

Making a Difference for Student Achievement

collaboration is key
Collaboration is Key

91% of teachers agree that “other teachers contribute to my success in the classroom.”

Making a Difference for Student Achievement

what matters most for teacher effectiveness
What Matters Mostfor 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

Making a Difference for Student Achievement

the conditions that allow teachers to teach effectively
The Conditions that Allow Teachers to TeachEffectively
    • 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

Making a Difference for Student Achievement

designing a p4p system that works four criteria
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

Making a Difference for Student Achievement

for more information
For More Information
  • Barnett Berry, CTQ
  • 500 Millstone Drive, Suite 102Hillsborough, NC 27278
  • email: [email protected]
  • ph: 919-241-1575
  • www.teachingquality.org
  • www.teacherleaders.org

Making a Difference for Student Achievement

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