How Framework for Teaching and Tripod 7Cs Evidence Distinguish Key Components of Effective Teaching

• In Event: Designing Teacher Evaluation and Support Systems: New Guidance for Educators and Policy Makers Emerging From the Measures of Effective Teaching Study

Abstract

This chapter uses data from the MET project to study ways that adult observations using the Framework for Teaching and student perceptions using Tripod survey assessments help distinguish components of effective teaching. The two approaches are found to be compatible in the components of teaching that they measure. Moreover, patterns in the data indicate that adults and students evaluate teaching similarly. The chapter uses value added test score measures and student survey responses for happiness in class, effort in class and whether the teacher inspires an interest in college, as key outcomes predicted by teaching quality. It finds that the combination of teaching components that predict value added differ systematically from the combination that predicts happiness, effort or inspiration. Hence, different components of teaching appear to affect students in distinct ways that seem important to understand and nurture. The chapter presents ideas for comparing adult observations with student survey responses in order to spot implementation or calibration problems and sustain the validity of both as measures of teaching quality.

Authors

• Ronald F. Ferguson, Harvard University

• Charlotte F. Danielson, The Danielson Group