From Practice to Performance: The Role of Observed Teacher Instruction in Student Achievement

• In Event: Poster Session 11
  In Poster Session: Teacher and Adminsitrator Evaluation Reforms

Abstract

This study examines the role of observed teacher performance, as measured by the Framework for Teaching (FFT), on student achievement. Using a sample of teachers randomly assigned to classes of students available through the Measures of Effective Teaching (MET) Study, we estimate the causal impact of observed instructional practice on student learning. As the FFT is the most commonly used observational protocol in emerging teacher evaluation systems, this work has significant policy implications for educational stakeholders at every level.

Authors

• Matthew Philip Steinberg, University of Pennsylvania

• Rachel Garrett, American Institutes for Research