The Dynamic Trio of Effective Teaching

Measures:Classroom observations, student surveys

and achievement gains

Thomas KaneHarvard Graduate School of Education

Which team would you pick?

Or

3

Largest study of instruction ever undertaken

3,000 teacher volunteers in 7 districts

Multiple Measures– >22,500 classroom observations – Student surveys – Student achievement gains on state tests & supplemental tests

Student Achievement Gains

?MATH 7.6 months

of learning

Student Achievement Gains

Bottom 25%

Top 25%

Actual scores for 7500 lessons.

6

Classroom Observations

Actual scores for 7500 lessons.

7

1. UNSATISFACTORY

• Yes/no questions• Posed in rapid succession• Few students participate

2. BASIC

• Some questions ask for explanation

• Uneven attempts to engage all students

4. PROFICIENT

• Most questions ask for explanation

• Discussion develops/teacher steps aside

• All students participate

4. ADVANCED

• All questions high quality• Students initiate questions• Students engage each other

Creating Environment of Respect & RapportCreating environment of respect & rapport

Managing classroom procedures

Engaging students in learning

Managing student behavior

Establishing a culture of learning

Using assessment in learning

Establishing a culture of learning

Using questioning & discussion techniques

Communicating with students

Classroom Observations

Student Achievement Gains

Bottom 25%

Top 25%

Better Observation Scores, Higher Achievement Gains

Difference

- 0.11 Managing student behavior + 0.08 0.19

- 0.17 Environment of respect & rapport + 0.02 0.19

- 0.14 Engaging students in learning + 0.08 0.22

- 0.07 Managing classroom procedures + 0.14 0.21

- 0.13 Establish culture of learning + 0.12 0.25

- 0.03 Using assessments + 0.06 0.09

- 0.11 Questioning and discussion + 0.02 0.13

- 0.07 Communicating with students - 0.01 0.06

9

Student Perception Surveys

10

Student Perception Surveys

Series1

0 10 20 30 40 50 60 70 80 90

Bottom 25 % Top 25 %

CARE: My teacher seems to know if something is bothering me.

CONTROL: My classmates behave the way the teacher wants them to.CLARIFY: My teacher knows when the class understands.

CHALLENGE: In this class, we learn to correct our mistakes.

CAPTIVATE: I like the way we learn in this class.

CONFER: My teacher wants us to share our thoughts.

CONSOLIDATE: The comments I get help me know how to improve.

Difference

- 0.09 Care + 0.29 0.38

- 0.36 Control + 0.12 0.48

- 0.11 Clarify + 0.41 0.52

+ 0.08 Challenge + 0.57 0.49

- 0.11 Captivate + 0.31 0.42

- 0.14 Confer + 0.22 0.36

-0.04 Consolidate + 0.42 0.46

Better Student Perceptions, Higher Achievement Gains

Student Achievement Gains

Bottom 25%

Top 25%

Student Perceptions = Highest Reliability0

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Observation Score (FFT) Value-Added Student Survey

Correlation for Same Teacher, Two Different Course Sections

Correlation for same teacher on same measure, two different course sections

Observation Scores

Student Achievement

Gains

Student Survey Results

13

Dynamic Trio

Most predicts student outcomes,No diagnostic use

Most diagnostic, Potentially least

reliable

Predictive,Most reliable

Value-Added Observations Student Surveys

14

Relative to What?

Master’s

Experience

Dynamic Trio

Months of Learning (MATH)

www.metproject.org