Examining Teacher Effectiveness Using Classroom Observation Scores

Abstract

Despite policy efforts to encourage multiple measures of performance in newly developing teacher evaluation systems, practical constraints often result in evaluations based predominantly on formal classroom observations. Yet there is limited knowledge of how these observational measures relate to student achievement. This article leverages the random assignment of teachers to classrooms from the Measures of Effective Teaching (MET) study to identify teacher effectiveness using scores from the Framework for Teaching (FFT) instrument, one of the most widely used classroom observation protocols. While our evidence suggests that teacher performance, as measured by the FFT, is correlated with student achievement, noncompliance with randomization and the modest year-to-year correlation of a teacher's FFT scores constrain our ability to causally identify effective teachers. Implications for policy and practice are discussed.

Can English Learner Teacher Effectiveness Be Observed? Validation of an EL‐Modified Framework for Teaching

“…For instance, some observations occur as a single point in time, whereas others are conducted over an extended period where administrators or peers observe teachers across multiple classes and times. Although research on the use of teacher observation protocols is nascent, this work continues to emerge and shape educational policies, practices, and teacher professional development (Blanchard, 2013;The Danielson Group, 2019;Garrett & Steinberg, 2015;Hamre, 2009;Hill & Grossman, 2013;Sawada et al, 2000). Scholars' work underscores the importance of using validated and reliable teacher observation protocols that can capture teacher effectiveness, provide teacher feedback, and that may lead to improving instructional practices for ELs.…”

What Types of Instructional Shifts Do Students Experience? Investigating Active Learning in Science, Technology, Engineering, and Math Classes across Key Transition Points from Middle School to the University Level

“…However, there are a number of challenges when trying to meaningfully describe the amount and types of active learning taking place in classrooms across different instructional environments. Studies that characterize instructional practices are typically performed in either high school or undergraduate classrooms, often as part of the evaluation of professional development programs (Rockoff et al, 2008;Smith et al, 2014;Garrett and Steinberg, 2015;Campbell et al, 2016). The observation tools and research methods used in studies that examine instructional practices often differ, further complicating comparisons between them.…”

Teacher Evaluation, Instructional Practice and Student Achievement: Evidence from the District of Columbia Public Schools and the Measures of Effective Teaching Project

“…Other motivation theorists have appropriately pointed out that it is not objective task difficulty but perceived task difficulty which influences the expectation of success (e.g., Eccles & Wigfield, 1995). However, prior work examining differences in teaching practice find that the highest and lowest scoring areas of instruction are remarkably consistent across settings, with items relating to questioning technique often receiving the lowest scores, and items related to the classroom environment often receiving the highest (Garrett & Steinberg, 2015;Hamre et al, 2013;Kane, Taylor, Tyler & Wooten, 2010;Kane & Staiger, 2012;Sartain, Stoelinga & Brown, 2011). As such, it seems a reasonable expectation that the relative absolute difficulty of standards may be something that teachers are aware of and that this may also influence where they are most likely to invest.…”