Measure for Measure: The Relationship between Measures of Instructional Practice in Middle School English Language Arts and Teachers’ Value-Added Scores

Sorting out the signal: Do multiple measures of teachers’ effectiveness provide consistent information to teachers and principals?

“…This seems particularly driven by Component 3c (Structures to Engage Student Learning), again paralleling earlier findings from Grossman et al (2013), that show that the CLASS "Student Engagement" domain captures elements of teaching that are associated with increases in student achievement. TLF Component 1e (Designing Student Assessment) also appears to discriminate relatively well between teachers who most greatly contribute to student achievement on standardized tests and other teachers.…”

“…We consider these studies in two groups: those that analyze the relationships between observation-based measures and VAMs in a purely research context (e.g., Grossman, Loeb, Cohen, & Wyckoff, 2013;Hill, Kapitula, & Umland, 2011;Kane & Staiger, 2012;and Mihaly, McCaffrey, Staiger, & Lockwood, 2013) and those that assess these relationships as measured in the implementation of systems in practice (e.g., Kane, Taylor, Tyler, & Wooten, 2011;Sartain et al, 2011;TDOE, 2012). These studies vary in their implementation context (research versus practice), as well as in the observational measures employed (those that examine just the classroom-based aspects of observational measures and those that explore the whole measure) and in the methods used to estimate relationships between observational and test-based measures of teacher effectiveness.…”

“…Using samples that varied in size from just 24 teachers (Grossman et al, 2013;Hill et al, 2011) to over 3,000 teachers in seven districts across the country (the Measures of Effective Teaching [MET] project) (Kane & Staiger, 2012;Mihaly et al, 2013), these studies tested multiple observational instruments and relied on expert reviewers to observe live and videotaped lessons. Simple and disattenuated correlations between the scores from the instructional standards of observation-based measures and "underlying" value-added measures of teacher effectiveness ranged in the MET study from 0.11 to 0.28 in reading or English Language Arts (ELA) and from 0.18 to 0.41 in math (Kane & Staiger, 2012;Mihaly et al, 2013).…”

Established and evolving ways of linking to practice in teacher education: Findings from an international study of the enactment of practice in teacher education

“…For that reason, we chose not to look for finer-grained teaching practices such as organizing a whole-class discussion (Edwards-Groves & Hoare, 2012;Grossman, Loeb, Cohen, & Wyckoff, 2013) or conducting behavioral management ) because they might be more specific to the context. For an initial comparative exploratory study, we decided to focus on features most likely to be shared across settings and to resonate across different programs.…”

A summer reading programme

“…Many researchers have investigated and reported on what constitutes effective teacher instruction in writing (for example, Graham et al, 2014;Grossman, Loeb, Cohen & Wyckoff, 2013;Parr & Limbrick, 2010). This has led to widespread agreement that teachers employ a strategic blend of dimensions of effective practice to enhance learning.…”