Thinking About Teacher/Leader Effectiveness at Scale ARRA Strategic Planning Meeting Phoenix, AZ December 18, 2009.

Thinking About Teacher/Leader Effectiveness at ScaleARRA Strategic Planning Meeting

Phoenix, AZDecember 18, 2009

2

3,180,396

2005 2006

2,989,572 3,011,760

1,983,880

1,437,720

2015*

3,088,840

2009*

3,246,000

2008*

3,051,240

3,286,0003,204,000

2007*

396,720

3,369,000

2011*

2,613,120

197,160

2,929,280

598,860

3,326,000

2,770,140

2010*

3,143,003

2,954,423

3,579,000

2014*2012*

3,520,000

1,222,980

3,417,000

2,141,280

2,453,220

803,880

3,465,000

2013*

1,011,780

2,297,020

3,704,000

2017*

1,825,640

1,656,120

2016*

3,640,000

51%

There is steady demand for new teachers: The United States will hire ~1.7 million new teachers between now and 2017

Workforce not replaced

Annual new hires (6.0%)Cumulative new hires since 2010

Source: National Center for Education Statistics

* Projected

Number of positions, all public schools

Internationally benchmarked standards: an exemplary math problem.

Figure 3

A campground has a large lawn with a soccer field that measures 100 × 50 meters (Figure 1). The park manager decides to keep the field open at night.

Therefore, a decision needs to be made about where to place some light posts. Standard lamp posts are 13 meters high and light a circular region with a radius of 50 meters (see Figure 2).

1.The diagram below (Figure 3) shows the lighting of the field when lights are placed at points D and B. What is the area of the soccer field that is NOT lit when these two light posts are used. Show your work.

Dutch examination item by the courtesy of the Freudenthal Institute.

THANK YOU

Brad Jupp, Senior Program AdvisorUnited States Department of Educationo: 202.260.1465c: [email protected]

Effective Teachers & Effective Teachers & Leaders: State & District Leaders: State & District

StrategiesStrategiesGretchen Weber

National Comprehensive Center for Teacher Quality

Education Reform: Building Coherence with ARRA Funds

An Invitational Forum for Federal and State Education Leaders

Phoenix, NMDecember 18, 2009

Copyright © 2009 National Comprehensive Center for Teacher Quality. All rights reserved.

Federally-funded partnership whose mission is to help Regional Comprehensive Centers and states carry out the teacher quality mandates of ESEA

Learning Point AssociatesVanderbilt UniversityETS

6

www.tqsource.org

Focus on What MattersFocus on What Matters

•America’s central educational challenge is to dramatically improve student performance.

•Teachers drive student performance; therefore, we need a systemic approach to ensure the most effective teacher in every classroom.

7

www.tqsource.org8

Why Measure Teacher Effectiveness?Why Measure Teacher Effectiveness?

• There are many valid reasons, both formative and summative, to measure teacher effectiveness

• But the ultimate goal of all measurement of teacher effectiveness should be…

to improve teaching and learning• An evaluation system should be designed to

improve teaching, not “rate” or “rank” teachers

www.tqsource.org

Measuring Teacher EffectivenessHow we measure teacher effectiveness is

affected by the following:• What is valued• Our technological advances and limitations• The data, evidence, and information we have or

can acquire• The resources (staff, money, time, policy levers)

available to us• The cooperation of the teachers themselves• Our motivation for measuring effectiveness

9

www.tqsource.org

Evaluating EffectivenessEvaluating Effectiveness

A Practical Guide to Evaluating Teacher

Effectiveness

10

• Provides an overview of the many purposes for evaluating teacher effectiveness.

• Indicates which measures are most suitable to use under different circumstances.

• Includes summaries of various measures and descriptions of the measures, along with a note about the research base and strengths and cautions to consider for each measure.

• Based on the TQ Center research synthesis Approaches to Evaluating Teacher Effectiveness by Goe et al. (2008).

www.tqsource.org

Using ARRA Funds to Improve Using ARRA Funds to Improve Teacher Effectiveness and Equitable Teacher Effectiveness and Equitable Distribution: An Interactive Mapping Distribution: An Interactive Mapping ToolTool

11

www.tqsource.org

System Design SuggestionsSystem Design Suggestions• Build a system through a collaborative effort

among the state, districts, teachers, administrators, other education stakeholders

• Continue to evaluate the system and make adjustments based on new evidence

• The goal of all teacher evaluation should be to improve teaching and learning

12

www.tqsource.org13

Gretchen WeberP: 630-649-6511 > F: 630-649-6700E-Mail: [email protected]

1100 17th Street NW, Suite 500Washington, DC 20036-4632877-322-8700 > www.tqsource.org