Comparing Observational Instruments in Professional Development School Settings: Do Ratings of Classroom Teaching Effectiveness Differ?

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Abstract

The paper presents the fourth in a series of Professional Development School (PDS) action research studies that are aimed at investigating teaching effectiveness and the linkages between observable classroom teaching actions and student achievement. The four studies of Phase II take place in the context of PDS classrooms and under conditions initiated by Race to the Top (RttT) reforms related to teacher evaluation. The purpose of the study was to compare the mean scores and ratings of video-recorded classroom teaching performances obtained with the use of two observational instruments – Charlotte Danielson’s Revised Practice Rubrics and the revised version of the New York State United Teacher’s Teacher Practice Rubrics. Preliminary findings suggest differences in performance scores. Selected findings are presented.

Authors

• Linda A. Catelli, Dowling College

• Joan T. Carlino, Belmont Elementary

• GinaMarie Petraglia, Belmont Elementary PDS/NBSD

• John Anastasio, Dowling College