GOOD PRACTICE Assembly corner kes an


achievement gains in other classes taught by the same teacher. Most important are students’ perception of a teacher’s ability to control a classroom and to challenge students with rigorous work. Teachers with high value-added on state tests tend


teacher?


to promote deeper conceptual understanding as well. Many are concerned that high value-added teachers are simply coaching children to do well on state tests. In the long run, it would do students little good to score well on state tests if they fail to understand key concepts. However, in our analysis so far, that does not seem


to be the case. Indeed, the teachers who are producing gains on the state tests are generally also promoting deeper conceptual understanding among their students. In mathematics, for instance, after adjusting for measurement error, the correlation between teacher effects on the state maths test and on the Balanced Assessment in Mathematics was moderately large. Teachers have larger effects on maths achievement


than on achievement in reading or English language and arts, at least as measured on US state assessments. Many researchers have reported a similar result:


teachers seem to have a larger influence on maths performance than English language or arts performance. A common interpretation is that families have more pro found effects on children’s reading and verbal performance than teachers. The findings are now being used by individual US


schools to help their teachers work on specific areas of their approach. On the one hand, the use of student perceptions could be seen as giving too much say to pupils, and lead only to a popularity contest; but handled and interpreted properly, student perceptions of classroom environments are a goldmine of insights which are not only an important tool for school improvement, but which can be the basis of providing guidance to all teachers on what makes a genuine difference to everyday learning. In the increasingly competitive environment of


education, it may also be this kind of commitment to classroom development that sets some schools apart. Schools in Islington, London, will soon find out. They are due to pilot Tripod from this year.


SecEd


• Trevor Yates is executive vice-president at Cambridge Education, an education consultancy with over 25 years of experience working in more than 45 countries throughout the world.


Further information


www.gatesfoundation.org/united-states/Pages/ measures-of-effective-teaching-fact-sheet.aspx


“Education is learning what you didn’t even know you


didn’t know.” Daniel J Boorstin (1914-2004), American professor, historian, writer


“The two basic processes of education are knowing and


valuing.” Robert J Havighurst (1900-1991), American educator and professor


“Every great dream begins with a dreamer. Always remember, you have within you the strength, the patience, and the passion to reach for the stars to change


the world.” Harriet Tubman (1822-1913), American humanitarian


“Men’s best successes come


after their disappointments.” Henry Ward Beecher (1813-1887), American clergyman and social reformer


“If you do not hope, you will not find what is beyond your


hopes.” St Clement of Alexandra (150-211), Christian theologian


Email your inspiring assembly quotes to editor@sec-ed.co.uk


• Captivating students (learning seems interesting and relevant): “This class keeps my attention – I don’t get bored.”


• Conferring with students (students sense their ideas are respected): “My teacher gives us time to explain our ideas.”


• Controlling behaviour (a culture of co-operation and peer support): “Our class stays busy and doesn’t waste time.”


• Clarifying lessons (success seems feasible): “When I am confused, my teacher knows how to help me understand.”


• Challenging students (press for effort, perseverance and rigour): “My teacher wants us to use our thinking skills, not just memorise things.”


• Consolidating knowledge (ideas get connected and integrated): “My teacher takes the time to summarise what we learn each day.”


The surveys are administered either online or in


a paper-based format as determined by the school. The students’ survey responses are then compiled


strengths and weaknesses are consistent across the different groups of students they teach. Moreover, students seem to know effective teaching when they experience it: student perceptions in one


‘


class are related to the achievement gains in other classes taught by the same teacher. Most


important are students’ perception of a teacher’s ability to control a classroom and to chal lenge students with rigorous work


SecEd • March 10 2011 ’ 9


by researchers to form a Tripod “quality value” for each classroom; these values are then compared against average year-on-year improvements on student assessments in each classroom to determine how closely correlated the Tripod quality values are with changes in the assessment scores. Among the main findings from the MET project


so far have been how a teacher’s past track record of value-added is among the strongest predictors of their students’ achievement gains in other classes and academic years. A teacher’s value-added fluctuates from year-to-year and from class-to-class, as succeeding cohorts of students move through their classrooms – but the teachers who lead students to achievement gains in one year or in one class tend to do so in other years and other classes. Student perceptions of a given teacher’s strengths


and weaknesses are consistent across the different groups of students they teach. Moreover, students seem to know effective teaching when they experience it: student perceptions in one class are related to the


Student perceptions of a given teacher’s


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16