MOET: Measures of Effective Teaching

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Presentation transcript:

MOET: Measures of Effective Teaching Laura Capps

The Team Dr. Youli Mantzicopoulos & Dr. Helen Patrick 5 Graduate Students and 3 Undergraduates 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 Three Broad Domains Based on observation period At least 10 minutes No longer than 20 minutes Content Free 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

CYCLE OBSERVATION SHEET

SCORE SUMMARY SHEET

COVER SHEET

How Does This Apply to You?

Teacher Evaluations Concepts of EDPS 235 Directly Evaluated Classroom Climate (Chapter 9) Safe, respectful environment Conducive to learning Relationships (Chapters 3, 6, 7 & 9) Relatedness Productivity (Chapter 9) Efficient learning environment Communicates care about student academics Behavior Management (Chapter 8) Effective reduction of problem behaviors Regard for Student Perspective (Chapters 6 & 8) Student autonomy

Implications of Evaluations High Stakes Promotion Compensation Termination Indiana Have option of using CLASS Classroom Climate > Quality of Content

Take Away Message Know your evaluation system What is evaluated? Content? Climate? Combination? How are you evaluated? Test scores? Observations? Who evaluates you? Administrator? Outside person? If something doesn’t seem right, say something! It’s your job that’s on the line!

? QUESTIONS?