1. Using observation to improve teaching and learning Robert C. Pianta, Ph.D. Dean, Curry School of Education Director, Center for Advanced Study of Teaching and Learning (CASTL) Discover. Create. Change.

2. Leveraging teachers as game-changers  Right now, getting a good teacher is a matter of luck.  Scientific study of teaching – measurement and production. Develop valid, effective tools for districts.  Observe teacher behaviors that link to learning – Prove they matter and replicate in thousands of classrooms – the Classroom Assessment Scoring System (CLASS).  MyTeachingPartner (MTP) tools for PD: courses, video supports, coaching. Evaluated and shown effective.  CASTL connects observation and measurement to PD proven to improve teaching and learning.

3. Organizational Support Instructional Support Emotional Support Teacher-Student Interactions (these matter)

4. What is the CLASS?  CLASS is a tool for observing and rating (1-7) the quality of teacher-student interactions in classrooms.  CLASS versions pk-12 – coherent lens/language  It measures the emotional, organizational, and instructional supports provided by teachers that contribute to children’s social, developmental, and academic achievement.  CLASS is used to assess teacher-student interactions for a variety of purposes:  Teacher Professional Development  Monitoring and Evaluation of Teacher Performance/Effectiveness  Research

5. CLASS PK-5 – Domains and dimensions  Positive climate  Negative climate  Teacher sensitivity  Regard for student perspectives  Effective behavior management  Learning formats/engagement  Productivity  Concept development  Quality of feedback  Language modeling Emotional Support Instructional Support Organizational Support

6. Multi-level lens and language Dimension Indicator Behavioral Markers Emotional Support Domain

7. Technical properties and inferences Detailed manual describing codes/procedures Master-coded video segments/certification Central training of observers live or web Designed for typical day/classroom setup Reliable and Valid (national-level studies, all grades). Technical properties support inferences for hiring, firing, tenure, pay, PD CLASS research results support reliability and validity in thousands of classrooms

8. Data on CLASS  CLASS has been used to observe over 8,000 classrooms across the United States.  CLASS is one of the most extensively used observational measures of teacher effectiveness for preschool through secondary classrooms.  Teachers with higher scores on CLASS have students who make greater academic and social progress during the school year (effect sizes.15-.35)  Classrooms are generally passive settings.

9. 1 7 What’s happening nationwide?

10. Gains in Achievement in Emotionally Supportive Elementary Classrooms Standardized tests of achievement adjusted LowModerate High 1 st Grade Emotional Support Kindergarten adjustment problems 98 99 100 101 102 103 104 105 106 107 No problems Multiple problems

11. CLASS-S results  Predicts state-standards test scores across all content areas (>2,000 students, >100 classrooms)  Moderate effect sizes (. 30) in all domains  Also predict standards tests in the subsequent year  Now in studies with several thousand classrooms (MET, WTG study).

12. Improving Teacher-Student Interactions: MyTeachingPartner Coaching, Video Library, Course

13. Aligned professional development: MTP  Connecting outcomes and inputs - Alignment  CLASS – specific definitions of interactions  Video Library – analysis of others’ interactions  Coaching – ongoing analysis/feedback on own interactions  Course – knowledge and analytic skills  All tested in RCTs

14. Summer/Fall 2005 myteachingpartner.net Detailed video examples www.mtpsecondary.net

15. Summer/Fall 2005 myteachingpartner.net MTP consultation cycle Classroom video recording at an established time 1 Teacher reviews clips and reflects on practice 3 Consultant reviews and edits video clips 2 Teacher and consultant meet and discuss teaching practices 4

16. Summer/Fall 2005 myteachingpartner.net MTP Prompts: Feedback for teachers

17. MTP Coaching improves interactions 3.5 4 4.5 5 September October November December January February March April May June Teacher Sensitivity MTP Control

18. Classrooms with high poverty benefit most from MTP coaching for teachers 3.5 4 4.5 5 5.5 September October NovemberDecember January February March April May June Teacher Sensitivity Coaching--100% Poor Control--100% Poor

19. MTP in high school – Gap-closing teachers  Same approach – MTP coaching, video library  Randomized evaluation study – >100 classrooms  6 th -11 th grades, all content areas  Teachers improved instruction; kids more attentive, engaged  Average student with MTP-coached teacher improved 35 th -60 th percentile on state high- stakes standards tests

20. Scale-up – At this moment  CLASS in Head Start monitoring nationally (mandated in Federal law). 50,000 teachers  4,800 pre-k classrooms in GA  1,600 preschool classrooms in Chicago  4,000 4 th -11 th grade classrooms Gates MET study  10,000 preschool classrooms in CA  300 secondary classrooms in Hampton VA  Working now in community colleges  Trained > 3,000 observers, 150 coaches

21. Implications for P-12 (and beyond?)  Standardized, valid observations can be scaled and integrated into improvement and management systems  Focus performance measures and PD on interactions with students—common language and aligned systems  Aligned PD improves interactions and student outcomes – experimental studies  Incentives, supports, and targets for teacher behavior/performance in classrooms  Observation can leverage improvements in teaching and learning