Teacher Effectiveness

Blazar, D., Braslow, D., Charalambous, C., & Hill, H. C. (2015). Attending to General and Content-Specific Dimensions of Teaching: Exploring Factors Across Two Observation Instruments.Abstract

New observation instruments used in research and evaluation settings assess teachers along multiple domains of teaching practice, both general and content-specific. However, this work infrequently explores the relationship between these domains. In this study, we use exploratory and confirmatory factor analyses of two observation instruments - the Classroom Assessment Scoring System (CLASS) and the Mathematical Quality of Instruction (MQI) - to explore the extent to which we might integrate both general and content-specific view of teaching. Importantly, bi-factor analyses that account for instrument-specific variation enable more robust conclusions than in existing literature. Findings indicate that there is some overlap between instruments, but that the best factor structures include both general and content-specific practices. This suggests new approaches to measuring mathematics instruction for the purposes of evaluation and professional development. 

2015 May 18

Beyond the Numbers Convening 2015

Mon May 18 (All day) to Wed May 20 (All day)

Location: 

Boston, MA

The Beyond the Numbers Convening, hosted by the Strategic Data Project (SDP),  brings together SDP Fellows, partners, practitioners, researchers, and leaders in the field of education to discuss the role that data, analytics, and leadership play in our continued effort to transform the use of data in education to improve student achievement. 

(2013). SDP Human Capital Diagnostic for Boston Public Schools . Strategic Data Project.Abstract

Boston Public Schools collaborated with SDP to produce the SDP Human Capital Diagnostic for its district. The diagnostic is designed to identify patterns of teacher effectiveness and areas for policy change that could leverage teacher effectiveness to improve student achievement. It is also intended to demonstrate how districts can capitalize on existing data to understand its current performance, set future goals, and strategically plan responses.

(2012). SDP Human Capital Diagnostic for Los Angeles Unified School District . Strategic Data Project.Abstract

Los Angeles Unified School District (LAUSD) partnered with SDP to produce the SDP Human Capital Diagnostic for its district. The diagnostic is designed to identify patterns of teacher effectiveness and areas for policy change that could leverage teacher effectiveness to improve student achievement. It is also intended to demonstrate how districts can capitalize on existing data to understand its current performance, set future goals, and strategically plan responses.

(2014). SDP Human Capital Diagnostic for Albuquerque Public Schools . Strategic Data Project.Abstract

The Human Capital Diagnostic is the result of a partnership between SDP and APS designed to bring data to bear on policy and management decisions to improve student outcomes. Researchers connected student demographics and test scores to teacher human resource data and calculated objective measures of teacher effectiveness that are linked to teacher characteristics. The diagnostic analyses leverage these measures of effectiveness to explore their relationship with characteristics of teachers, schools, and students. They are not intended to draw conclusions about the contribution made by any individual teacher but rather to understand overall district trends.

(2012). SDP Human Capital Diagnostic for Gwinnett County Public Schools . Strategic Data Project.Abstract

Gwinnett County Public Schools worked with SDP to produce the SDP Human Capital Diagnostic for its district. The diagnostic is designed to identify patterns of teacher effectiveness and areas for policy change that could leverage teacher effectiveness to improve student achievement. It is also intended to demonstrate how districts can capitalize on existing data to understand its current performance, set future goals, and strategically plan responses.

(2015). SDP Educator Diagnostic for Delaware Department of Education . Strategic Data Project.Abstract

The Strategic Data Project (SDP) collaborated with the state of Delaware to illuminate patterns related to three critical areas of policy focus for the state: the recruitment, placement, and success of new and early career teachers; teacher impact on student learning; and teacher retention and the stability of the state’s teacher workforce.

(2015). SDP Human Capital Diagnostic for Colorado . Strategic Data Project.Abstract

The Strategic Data Project (SDP) collaborated with the Colorado Department of Education (CDE) and the Colorado Education Initiative (CEI) to conduct SDP’s Human Capital Diagnostic—a series of high leverage, policy-relevant analyses related to the state’s educator workforce. SDP’s Human Capital Diagnostic investigates questions on five critical topics related to teachers and teacher effectiveness: recruitment, placement, development, evaluation, and retention.

(2014). SDP Human Capital Diagnostic for the New York State Education Department . Strategic Data Project.Abstract

The New York State Education Department collaborated with SDP to produce the SDP Human Capital Diagnostic. The diagnostic is designed to identify patterns of teacher effectiveness and areas for policy change that could leverage teacher effectiveness to improve student achievement. It is also intended to demonstrate how education agencies can capitalize on existing data to understand its current performance, set future goals, and strategically plan responses.

(2014). SDP Human Capital Diagnostic for Denver Public Schools . Strategic Data Project.Abstract

Denver Public Schools (DPS) collaborated with the Strategic Data Project to conduct the SDP Human Capital Diagnostic. The analysis focused on teacher recruitment, placement, development, evaluation/compensation, and retention/turnover. Because of the uniqueness of the data from DPS' ProComp teacher compensation system and its relevance to current policy discussions, we describe the evaluation/compensation analyses in depth and summarize the key findings from the other components of the diagnostic. These analyses have the potential to inform important education policy both in Denver and across the nation as education agencies consider revising traditional “lockstep” pay systems.

Pages