Judy Rink University of South Carolina

 …..a change from highly qualified teachers (meaning their preparation, courses they attend and degrees that they have) to the degree to which they produce the desired student outcomes. (National Council on Teacher Quality [NCTQ], 2011)

 Student achievement gains and teacher observation together have the best predictive value (Gates Foundation, 2013b).

 Value added modeling  Non-tested subject areas – school scores

 Problem 1: Measures of student achievement  Problem 2: Observation of Teaching

 We do not have clear outcomes and when we do these are not measured by standardized tests that would allow student scores to be compared across teachers.  There is no consensus in the profession on what is important for students to learn (if anything).

 Is observation of what the teacher does sufficient?  Are generic variables appropriate?  Are observers qualified?

 Opportunity to learn/content  Teacher expectations/role definitions/time allocations;  Classroom management/student engaged time;  Success level/academic learning time;  Active instruction by the teacher;  Group size;  Presentation of information (structuring, sequencing, clarity, enthusiasm);  (h) asking questions (difficulty level, cognitive level, wait- time, selecting respondents, providing feedback); and  (i) handling seatwork and homework assignments. Brophy and Good (1984).

 DOMAIN 1: PLANNING AND PREPARATION  DOMAIN 2: THE CLASSROOM ENVIRONMENT  DOMAIN 3: INSTRUCTION  DOMAIN 4: PROFESSIONAL RESPONSIBILITY

 The tool is very high inference  Each of the components of a construct would have to be defined very specifically  Specific examples for each component is needed  Rubrics with multiple levels of performance would have to be designed

 They are a snapshot of behavior  They do not consider appropriateness: The appropriateness of teacher behavior depends on what the students are doing and the appropriateness of that behavior to the content.  Observing teaching without also observing the effect of teacher behavior on what the students do in the context of the content is problematic.

 Positive Effectives of accountability  Shared vision  Advocacy  Teacher development  Increased effort