Post on 27-Jun-2015
Data-driventeacher effectiveness
Chances areyou’re already thinking about howto improve teacher effectiveness.
ActecuringS eacherT ffectiveness,Eeaders,L earningL ndA esultsR
S 763:
S 763:
STELLAR ACT
Where tobegin
You could6 figures—even 7 figures—on more testing...
invest
... but what if you coulddrive school change…
...using the assessment datayou already have today
GrowthModeling
Our approach:Compare & analyze ANY test data.
Your result:NO extra testing.NO extra cost.
Example:Language ITBS Growth vs. Achievement(anonymous school)
100
50
752
5
1000 50 7525
Low performance/high growth High performance/high growth
Low performance/low growth High performance/low growth
1
2
3
5
4
7
10
9
8
6
19
20
21
22
23
14
13
12
11
18
17
1516
25
24
National Percentile Rank(2009 ITBS)
Stu
dent
Gro
wth
Per
cent
ile(2
00
7-2
00
9 IT
BS
)
Student Names
1 14
2 15
3 16
4 17
5 18
6 19
7 20
8 21
9 22
10 23
11 24
12 25
13
Example:Math ITBS Growth vs. Achievement(district-wide)
100
50
752
5
1000 50 7525
Low performance/high growth High performance/high growth
Low performance/low growth High performance/low growth
Median 2009 ITBS NPR
Med
ian
Dis
tric
t S
GP
(20
07-
20
09
ITB
S)
300 or more
200 - 299
150-199
100-149
Less than 100
Inquiry
Outliers?What’s going on?Why?
What are ourbest practicesand how do weshare them
What NCLB did forprincipal accountability,GROWTH MODELING does forteacher accountability.
Data-driventeacher effectiveness
Data-driventeacher effectiveness
Now that I’ve identified
the issues...
...how do I support
the process
Replicate myexceptionally goodteachers.
Replicate myexceptionally goodteachers.
Support mystruggling learners.
Support mystruggling learners.
GrowthModeling