1 Control Students in this class treat the teacher with respect. My classmates behave the way the teacher wants them to. Our class stays busy and doesn’t.

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Presentation transcript:

1 Control Students in this class treat the teacher with respect. My classmates behave the way the teacher wants them to. Our class stays busy and doesn’t waste time. Students in this class treat the teacher with respect. My classmates behave the way the teacher wants them to. Our class stays busy and doesn’t waste time. Sample Survey Items Challenge Control Care Confer Captivate Clarify Consolidate

Challenge My teacher asks students to explain more about the answers they give. My teacher doesn’t let people give up when the work gets hard. In this class, we learn to correct our mistakes. My teacher wants us to use our thinking skills, not just memorize things. My teacher asks students to explain more about the answers they give. My teacher doesn’t let people give up when the work gets hard. In this class, we learn to correct our mistakes. My teacher wants us to use our thinking skills, not just memorize things. Sample Survey Items Challenge Control Care Confer Captivate Clarify Consolidate

Agreement across GPA Levels

Students Tend to Agree across GPA Levels e.g., ~1200 secondary school classrooms from one district

Measures of Effective Teaching Findings

Agreement with selected statements by students in 25 th and 75 th percentile classrooms from the MET secondary school sample. (From among 2985 classrooms, each with at least 5 students responding) 25 th Percentile 75 th Percentile 1. CARE: My teacher in this class makes me feel that s/he really cares about me CONTROL: Our class stays busy and doesn’t waste time CLARIFY: My teacher explains difficult things clearly CHALLENGE: My teacher wants me to explain my answers – why I think what I think CAPTIVATE: My teacher makes learning enjoyable CONFER: My teacher wants us to share our thoughts CONSOLIDATE: My teacher takes the time to summarize what we learn each day. 3867

Predicted differences in months of learning for classrooms at the 25 th versus 75 th percentiles of the composite 7Cs distribution for the MET sample. (Estimated using surveys from one class and gains from another class, taught by the same teacher.) Using student survey responses in one section to predict learning gains in another. Predicted difference per school year* On state math tests 4.8 months On the Balanced Assessment in Math 3.7 months On state English Language Arts (ELA) tests 2.3 months On the Stanford 9 Open Ended ELA 2.9 months *Based on Table 9, p. 26: Bill and Melinda Gates Foundation, “Learning about Teaching: Initial findings from the Measures of Effective Teaching Project.” December 2010.

RELATIONS TO VALUE-ADDED TEST SCORE GAINS Adapted from Ferguson with Danielson, forthcoming, 2014.

Linking the 7Cs to Student Engagement Each student engagement target has a unique relationship to the 7Cs.

Trust Cooperation Ambitiousness Diligence Satisfaction Care Confer Captivate Clarify Consolidate Challenge Control 7Cs ComponentsEngagement Targets