Content Pedagogy Design Group: Jeanne Bennett, Corrine Chalifour, Warren Dobbins, Julie Jones, Liz Linear, Lindi McCurry, Jigna Patel, Sue Varga-Ward, Tom Tomberlin April 27 th, 2011

When CMS began the process of developing multiple measures of teacher effectiveness, they designated an “Other Options” design group that was charged with investigating critical components of teacher effectiveness that had not yet been identified. The focus of the group quickly went to instructional quality and what determines whether a teacher’s instruction is of high quality or not. The design team has determined that “content pedagogy” is the most critical element of high quality instruction.

Content pedagogy refers to the teaching skills teachers use to impart specialized knowledge/content of their subject areas to learners. This complex combination of skills and abilities can include essential knowledge, dispositions, commitments, and instructional behaviors that allow educators to practice at high levels. Recognizing effective practice and teachers who demonstrate it is the single most important action the nation can take to improve schools. Source: National Board for Professional Teaching Standards. (1998). Washington, DC.

TIER 4 Create TIER 2 Application TIER 3 Analysis & Evaluation TIER 1 Knowledge & Understanding

Knowledge * Praxis Exam * Error Analysis Identification * Demonstrate knowledge of research-based practices * Knowledge of associated vocabulary Classification * Developmentally appropriate lessons * Differentiated Lessons * Engagement of Students

Teacher selects and applies instructional practices consistently throughout teaching Teacher maintains records of how practices are being applied in classroom (e.g., portfolio containing lessons, activities, research articles and reflection logs. C & I maintains database of approved resources and determines validity of other resources Observation conducted by outside personnel (Tier IV?) to verify proficiency in practice

Teacher conducts a narrowly focused action research project Application process for project – teacher provides background research, rationale and need, identifies salient data, plan for collecting data, timeline of project Opportunities for collaborative projects – across classes, grades, and schools. Teachers share results of the research project – district develops a repository of research on instructional practices.

Teacher creates presentations on best practices for colleagues, local and district PD, conferences, etc. Establish an “open” classroom designed for teacher students to learn from master teachers. Lead professional development “learning labs” Tier IV teachers become a resource (coach, mentor, advisor) for other teachers as they advance through the tiers. Assist in the creation of a “practice library” that warehouses effective best practices.

 What are three advantages and three disadvantages of having teachers work on an action research project?  Would you take the opportunity to pilot the measure as presented? Why or Why not?  List the strengths and weaknesses of each of the four tiers. Please be as specific as possible.