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Rethinking Teacher Supervision and EvaluationErik Ellefsen – Kim Marshall – November 4, 2013
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Research findings• Occasionally an individual teacher can transform
students’ lives.
• But the more powerful effect is when students get effective teaching from class to class, year to year.
• Especially students with any kind of disadvantage.
• However, the quality of teaching varies widely within the each school.
• With ineffective teaching, we get the “Matthew Effect.”
• School leaders’ job is orchestrating effectiveness.
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44
79
96
0
20
40
60
80
100
Test Scores by
Percentile
Students with 3 Least EffectiveTeachers
Students with 3 AverageEffective Teachers
Students with 3 Most EffectiveTeachers
FIFTH GRADE MATH SCORES ON TENNESSEE STATEWIDE TEST
BASED ON TEACHER SEQUENCE IN GRADES 3, 4, 5(Second Grade Scores Equalized)
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The key toimproved student learning
is to ensure more good teaching in more classrooms
more of the time.
DuFour and Mattos, 2013
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A game changer: the 4-point scale
4 –
3 –
2 –
1 –
• Differentiates four levels of performance• Level 3 is solid, expected professional performance• The goal – all teachers performing at Level 3 and 4• Identify master teachers, use their magic, hold onto
them!• Intervene with mediocre and ineffective teaching
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We’ve been using the wrong model!• Extremely time-consuming:
– Pre-observation conference – 30 minutes
– Full-lesson observation – 45 minutes
– Write-up – 120 minutes or more
– Post-observation conference – 30 minutes
• No evidence it improves teaching and learning.
• “Takes me out of the game for four hours!”
• In other words, it’s not a good use of a leader’s time.
• And it’s a recipe for mediocrity.15
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Behind some classroom doors…• Teacher texting or e-mailing during class• Going over homework for the first 25 minutes• Round-robin reading• Teacher lecturing, many students tuned out, heads down• Teacher teaching while side conversations go on• COPWAKTA syndrome• Teacher calls on those who respond most quickly• Worksheets with low-level, one-word answers• Teacher showing a entertaining movie• Finishing a class early, students have “free time”• With all of these, the “Matthew Effect”
Nothing undermines the motivation of
hard-working teachers more than
poor performance in other teachers
being ignored over long periods of time.
Not only do poor-performing teachers
negatively affect the students in their classes,
but they also have a spillover effect by
poisoning the overall climate of the school.Michael Fullan, 2003
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Supervision and evaluation: the goal1. Quality assurance – Honestly telling the public
that every child is taught well in every classroom based on an accurate evaluation of every teacher
2. Praise and improvement – Affirming effective teaching and coaching less-than-effective teaching
3. Motivation – Giving teachers one more reason to bring their ‘A’ game every day
4. Personnel decisions – Making fair judgments for retention, tenure, awards, merit pay, dismissal
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The dog-and-pony show stories; why?• We tidy up the house when company is coming.
• “I want to see her at her best, what she’s capable of.”
• “I can see right through the dog-and-pony show.”
• “If he can’t teach well when he knows I’m coming…”
• Union contracts, based on mistrust
• Makes the principal feel good; power trip
• A way to avoid difficult conversations
• Additional work when we confront mediocre teaching
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So using the traditional model,teacher evaluation is…
• Inaccurate – not a true appraisal of teaching
• Ineffective – rarely improves sub-par teaching
• Dishonest – can’t give quality assurance to the public
• A major blind spot for researchers
• We need to LET IT GO and find a better approach!
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How to evaluate 900 lessons?
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The consistent
use of effective teaching
practices over time is what
closes the gap