A Grand Bargain for Education Reform A Grand Bargain for Education Reform The Giffin Model 2011 Regional Conference on Strategic Compensation Awareness.

A Grand Bargain for Education ReformA Grand Bargain for Education Reform

The Giffin Model

2011 Regional Conference on

Strategic Compensation Awareness

Akron OH May 6, 2011

Ted Hershberg & Claire Robertson-KraftOperation Public EducationUniversity of Pennsylvania

The Giffin ModelThe Giffin Model

Matching teacher strengths with student needs

Measuring accurately before evaluating Increasing student achievement despite

larger class sizesDeveloping IEPs for every studentBuilding a layered curricula

Class size and fiscal austerityClass size and fiscal austerity

School districts everywhere will increase class size to reduce costs

Reducing class size was never a good investment, but everyone liked it:– Parents– Teachers– Teachers Unions– Builders– Construction workers

Reducing class size is a poor policy Reducing class size is a poor policy choice to increase student learningchoice to increase student learning

It ranks 40th among 46 options

Feedback and direct intervention are the highest (effect sizes of 0.81)

Where the average is 0.40, the effect size of reducing class size is 0.12

Source: John Hattie, Keynote, International Conference on Class Size, University of Hong Kong, May, 2005

The Giffin Model The Giffin Model

Increasing class size now will decrease student learning and lower teacher morale

Unless we make major changes in how we group our students and assign our teachers

Let’s review the background

Growth as a Classroom DiagnosticGrowth as a Classroom Diagnostic

It provides teachers with data on the focus and impact of their instruction

It ensures a clearer understanding of a teacher’s strengths and weaknesses

It provides a means to maximize teacher and student success

Discussed in chapter 9 in A Grand Bargain for Education Reform

John Schacter has elaborated these issues in his work with former TN middle-school principal, Joel Giffin

Diagnostics 1Diagnostics 1

The Focus of InstructionThe Focus of Instruction

Shed PatternShed Pattern

Previous Achievement

Gai

n

This pattern – high growth for the low-achievers at the expense of others – is common in low-income communities.

Low Average High

Reverse ShedReverse Shed


Gai

n

In this pattern – frequently found in suburban districts – the teacher is teaching to the high achievers at the expense of other students.

Low Average High

TentTent


Gai

n

In this pattern, the teacher is teaching right down the middle.

Low Average High


The Impact of InstructionThe Impact of Instruction

Value-Added: Value-Added: Three ResultsThree Results

100% }One year’s

worth of

growth

Below

Above

No Detectable Difference (NDD)

(using 3-year running averages)


Combining the Combining the Focus and Impact of Focus and Impact of

InstructionInstruction

Example: Example: Four 5Four 5thth Grade Classrooms Grade Classrooms

100% } No

detectable

difference

Reading Language Arts Math Social Studies

Example: Example: High School English Dept.High School English Dept.

100% } No

detectable

difference

9 Adv9 10 Adv10 11 Adv11 12 AP12

Shed PatternShed PatternUsing Previous Academic Achievement LevelsUsing Previous Academic Achievement Levels

100% }No Detectable Difference

Low Average High

Reverse Shed PatternReverse Shed PatternUsing Previous Academic Achievement LevelsUsing Previous Academic Achievement Levels

ExampleExample


Low Average High

Growth Modelthree categories of instructon

Highly Effective: by providing their students with high growth, teachers earn higher salaries, move up the career ladder faster, and serve as coaches and mentors

Effective: these teachers provide their students with a year’s worth of growth in a year

Ineffective: by failing to provide their students with adequate growth, these teachers undergo mandatory remediation, which can result in improvement or dismissal

Observation protocols should provide parallel ratings

Value-added instructional results:Value-added instructional results:

Attach 2 Standard Errors to those Below the District Avg. Attach 2 Standard Errors to those Below the District Avg.

Tea

cher

Eff

ecti

ven

ess

District Average or Growth Standard

Ineffective

Effective

Highly Effective

Attach 1.5 Standard Errors to those Above the District Avg.Attach 1.5 Standard Errors to those Above the District Avg.

Standard Errors are a function of:

•Number of students taught

•Number of data points for each student

Tent PatternTent PatternUsing Previous Academic Achievement LevelsUsing Previous Academic Achievement Levels

Example 2Example 2


Low Average High

21

Teacher #4 Math Scatter Plot (-70 Mean VAM)Teacher #4 Math Scatter Plot (-70 Mean VAM)

82%

20%

23%

How growth was used in How growth was used in Tennessee’s most successful schoolTennessee’s most successful school

Achievement data is used to form homogeneous groups of students

Growth data are used to identify the specific group of students teachers are most successful with: previously low, average or high achievers

Maryville Middle School’s (MMS) Maryville Middle School’s (MMS) TVAAS Test ScoresTVAAS Test Scores

Subject(Grades 6,7,8)

National (Benchmark)

Norm

MMS Scores3 yr. Average

1997-99

MMS Scores10 yr. Average

1993-2002

Math 100% 143.2% 156.0%

Reading 100% 154.7% 135.6%

Language Arts 100% 230.0% 183.6%

Social Studies 100% 108.3% 107.5%

Science 100% 143.4% 137.0%

School Average 100% 155.9% 143.9%

The Philosophy of the Giffin ModelThe Philosophy of the Giffin Model Every student, no matter where she starts, should make learning

progress from one year to the next Teach ers should teach the subjects and students they are most

successful with Students enter any grade level with vastly different achieve ment

levels Students learn at different rates and in different ways Each in di vi dual student excels in some disciplines more than

others All students can exp eri ence success when they have the

opportunity to feel challenged and successful in every class

Not TrackingNot Tracking

Fluid groupings: students are moved to other classrooms, slower paced or advanced, at any point in the school year

IEPs promote maximum growth, and Projections make possible academic interventions

to raise performance trajectories

Strengths of the Giffin ModelStrengths of the Giffin Model

Maximizes teacher effectiveness and student learning Reduces behavioral problems: students “in synch” with

their curriculum means less acting out because of boredom or frustration

Saves money through larger classes for average and high-achieving students

Permits very small class sizes for students most in need Raises educator morale despite introduction of new

individual-level accountability

The New Support StructureThe New Support Structure

Driven by data (Integrated Assessment, Value-added Training, Value-added as a Diagnostic)

Job-embedded (Mentoring, Professional Learning Communities)

Aligned with evaluation systems (Peer Assistance and Review, Strategic Review)

Teacher-led (Professional Unionism)

For additional information on our

comprehensive school reform model, please contact:

[email protected]

or (215) 746-6477

Or see our website at http://operationpubliced.org

A Grand Bargain for Education Reform A Grand Bargain for Education Reform The Giffin Model 2011 Regional Conference on Strategic Compensation Awareness.

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