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Qualities of Effective Teachers. Video. Why are effective teachers so important?. What factor had the largest effect on student achievement?. What factor had the largest effect on student achievement?.

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influences on student achievement explained variance
Influences on Student Achievement:Explained Variance

Hattie (2003):

dallas research teacher quality
Dallas Research: Teacher Quality

4th Grade Math Achievement

Dallas, Texas data: 2800-3200 students per cohort

Comparison of 3 “highly effective” & 3 “ineffective” teachers (Jordan, Mendro, & Weerasinghe, 1997)

dallas research teacher quality1
Dallas Research: Teacher Quality

4th Grade Reading Achievement

Dallas, Texas data: 2800-3200 students per cohort

Comparison of 3 “highly effective” & 3 “ineffective” teachers (Jordan, Mendro, & Weerasinghe, 1997)

residual effect
Residual Effect

Two years of effective teachers could not remediate the achievement loss caused by one year with a poor teacher.

Mendro, Jordan, Gomez, Anderson, & Bembry (1998)

time in the school year needed to achieve the same amount of learning
Time in the School Year Neededto Achieve the Same Amount of Learning

75th Percentile Teacher

25th Percentile Teacher






Years Needed

Leigh, Economics of Education Review (2010)

time in the school year needed to achieve the same amount of learning1
Time in the School Year Neededto Achieve the Same Amount of Learning

90th Percentile Teacher

10th Percentile Teacher






Years Needed

Leigh, Economics of Education Review (2010)

qualities of effective teachers
Qualities of Effective Teachers



Job Responsibilities and Practices


Organizing for Instruction

Implementing Instruction

The Person

Classroom Management & Instruction

Monitoring Student Progress & Potential

Stronge, Qualities of Effective Teachers, ASCD (2007). Diagram is used with the permission of Linda Hutchinson, Doctoral Student, The College of William and Mary

which teacher factor is a strong predictor of student achievement gains
Which teacher factor is a strong predictor of student achievement gains? Prerequisites of Effective Teachers


  • Teacher experience
  • Teacher level of education
  • Type of teacher certification



the teacher as a person
The Teacher as a Person
  • Caring
  • Fairness & Respect
  • Attitude
  • Reflective Practice
the bottom line
The Bottom Line

“… nothing, absolutely nothing, has happened in education until it has happened to a student.”

Joe Carroll (1994)

effectiveness is the goal evaluation is merely the means
Effectiveness is the goal.

Evaluation is merely the means.

Teacher Performance Evaluation System

Main Components

Performance Standard

Performance Indicators

Performance Appraisal Rubric

Focus on Effectiveness

OutstandingTeachers & Leaders

= Student Results

teacher responsibilities
Teacher Responsibilities
  • Having knowledge of the content, students, and curriculum
  • Planning instruction that meets student needs and curricular requirements
  • Offering appropriate and engaging instruction
  • Assessing student work
  • Providing a safe and secure learning environment
  • Demonstrating professionalism and communicating effectively

Student Learning

limitations of observation
Limitations of Observation
  • Observe 2 to 4 classes per year (.4% of performance)
  • Classroom responsibilities only
  • Subject to evaluator bias
  • Focus on process of teaching versus outcomes
  • Inspector model of evaluation
multiple data sources
Multiple Data Sources

Goal Setting for

Student Achievement





Teacher Evaluation


Intended to provide information on a wide variety of contributions made by teachers in the classroom or to the school community as a whole.

  • May take a variety of forms
  • Formal observation
  • Informal observation
  • Walk-through observation
  • May occur in a variety of settings
  • Classroom environment
  • Non-classroom environment
formal observations
Formal Observations
  • Directly focused on teacher performance standards
    • May not see all standards in one observation
    • May include review of teacher artifacts or student data
  • Announced or unannounced; at least 45 minutes in duration
  • Teachers observed at least twice per year
        • New to District teachers observed by end of 1st grading period and then by January 15
        • Continuing contract teacher observed by January 15 and then by May 1
  • Additional observations at evaluator’s discretion
  • At least one pre-observation conference for teachers in first year in district
  • Evaluator provides feedback during post-observation conference, typically within five working days
informal observations
Informal Observations
  • Provide more frequent information on wide variety of teacher contributions
  • Classroom and non-classroom settings
  • Less structured than formal observations
  • No specified duration
  • Occur throughout the year
  • Evaluator completes observation form; provides copy to teacher
documentation log
Documentation Log
  • Provides evidence of performance related to specific standards – teacher’s voice in evaluation
  • Complements classroom observation
  • Includes both specific required artifacts and teacher-selected artifacts
  • Emphasis is on quality, not quantity
  • Should include analysis and reflection
  • More concise than portfolios; district needs to relay expectations
  • Reviewed by evaluator by mid-year for New to District teachers; by May 1 for all teachers
  • Electronic or paper files
student surveys
Student Surveys
  • Provide students’ perceptions of how teacher is performing -- direct knowledge of classroom practices
  • All teachers survey students prior to October 15th
    • New to District teachers survey same cohort by December 15th
    • Continuing contract teachers survey same cohort by February 15th
  • Age considerations for survey
  • Surveys are anonymous
  • Actual responses seen only by individual teacher
  • Teachers fill out Student Survey Growth Plan and Student Survey Analysis and include in documentation log
  • Helps teachers reflect on practice; set goals for continuous improvement (formative evaluation)
sample student survey
Sample Student Survey

Abbreviated for training purposes

sample student survey1
Sample Student Survey

Abbreviated for training purposes

Student Surveys: Benefits & Challenges

Teachers receive feedback from the receivers of their services

Teachers can use as a formative evaluation to improve practice

Concern that results are based on popularity

Surveys might not ask the right questions

Surveys might not ask the right students



What Does the Research Say?
  • Ample evidence to support use of student surveys in teacher evaluation
  • Research consistently indicates that students from K-12 can provide reliable information related to teacher effectiveness
  • Student ratings of teachers are a significant predictor of student achievement--better than parent or administrator ratings

Faucette, Ball, & Ostrander, 1995; Stronge & Ostrander, 2006;

Wilkerson, Mannatt, Rogers, & Maughan, 2000

Recommendations for Interpreting Survey Results
  • Review results and ask yourself the following questions:
  • Is the information your students provided about you accurate?
  • If you agree that the information is accurate, are you satisfied with the students’ perceptions about you?
  • If you believe the information is inaccurate, do you know why your students have these perceptions?
  • Do you need to make changes to improve your students’ perceptions?
  • If you think changes are justified, consider using the student data to set a personal or instructional goal for improvement.
Performance Portrait





Goal Setting

for Student


advantages to volunteering
Advantages to Volunteering
  • Have the ability to give feedback to the Admin Team – Pilot Year.
  • Ability to assist other staff members next year, therefore increasing opportunities for Professionalism Documentation
  • This program, volunteer or not, will assist everyone on the PI-34 License Renewal.
how to volunteer to pilot in 2013
How to Volunteer to Pilot in 2013
  • If you are interested, let your Building Principal know by Wednesday, January 13.
  • If we get more than 50% of that staff in any one building, we will ask for volunteers to wait until the following year.
  • If we do not get at least 50%, Building Principals will choose staff to be evaluated.
  • Reason for 50% = You will be formally observed once every two years once you reach “Continuing Educator” status.
  • Staff with 3 years or less will be evaluated each year.
who will be evaluated this year
Who will be evaluated this year?
  • All Administrators
  • All staff “New to the District”
  • All staff in their third year or less in the district.
  • All staff on a Plan of Improvement.
  • Staff that the Building Principal select to be evaluated.
next steps
Next Steps
  • For those that Volunteer or “Will be Evaluated,” we will meet as a group on January 30 (next Extended PLC day).
  • We will go through how the My Learning Plan Software works, how to utilize the forms available, and the general procedures to be followed.