Measuring quality teaching

1
Measuring quality teaching

• Tracking tasks teachers posed
• Capture classroom traces of student work
• Listening to teachers describe student work
• individually and in groups
• Listening to the stories teachers tell

2
Principled Ideas

• Continual contact with teachers
• Common focus
• Classrooms as sites for teacher learning

3
Features of Professional Development

• Continual Contact with Teachers
• Workgroups
• Informal conversations
• Common Focus
• Childrens thinking
• Problem posing
• Structure focus of workgroups
• Classrooms as Sites for Teacher Learning
• Experimentation with problems
• Classroom visits
• Focus on 3 students

4
Multi-layered Approach

• Teachers as individuals
• Teachers in workgroups
• Teachers as members of school community

5
Multiple Data Sources

• Workgroups
• Interviews
• Classroom observations
• Informal conversations

6
Shifts in Workgroup Practice

• structural shifts in participation patterns of
  conversation
• substantive shifts detail of language around
  childrens mathematical thinking

7
Generative Growth

• Detailed knowledge
•  Structure and organization of knowledge
• Developed identity around adapting and
  creating knowledge and practice
•     

8
Quality teaching and student achievement cautions

• Mirroring the content debates
• School culture
• Whose students?
• Sorting
• Time and opportunity for teacher learning

9
Teacher quality and student learning

• Measures aligned with school goals
• Multiple measures substance and form
• student work samples, confidence, reported
  understanding, persistence
• Examining patterns over time

10
Supporting and Assessing Teacher Quality

• Megan Loef Franke
• SSGC Research Group
• UCLA Teacher Education Research Group