MOET: Measures of Effective Teaching Laura Capps
The Team Dr. Youli Mantzicopoulos & Dr. Helen Patrick Jenny Moss, Zaira Arvelo-Alicea, and Inok Ahn Purpose: Gather data to compare the different systems of teacher evaluation and to determine ways that the systems can be improved Systems to be studied CLASS RISE RTOP Video Data Reliability Validity
CLASS System of evaluating teachers Training Three Broad Domains Based on observation period At least 10 minutes No longer than 20 minutes Training One weekend Saturday 11-5 Sunday 10-3 Master Coders Final certification Three Broad Domains Emotional Support Classroom Organization Instructional Support
Emotional Support Positive Climate Negative Climate Smiling, laughter, proximity, respect, affection Negative Climate Irritability, yelling, threats, anger, sarcasm Teacher Sensitivity Awareness, anticipation of problems, providing assistance, helping resolve problems effectively, providing comfort Regard for Student Perspective Level of teacher-directedness, choice, student responsibility, incorporating students’ ideas, movement restriction
Classroom Organization Behavior Management Reactivity, clear expectations, consistent enforcement, attention to positive, overall student behavior Productivity Use of learning time, routines, quick transitions, teacher preparation, provision of activities Instructional Learning Formats Range of modalities: visual, audio, movement, effective questioning by teacher, student interest, clarity of learning objectives
Instructional Support Concept Development Analysis: How/Why questions, production, integration of other subjects/previous lessons, real-world connections Quality of Feedback Hints/scaffolding, feedback loops, prompting thought processes, providing information, encouragement/affirmation (content related) Language Modeling Frequent conversations, open-ended questions, repetition, self- and parallel-talk, advanced language
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