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

Session Type: Invited Session

Abstract

States and districts have launched unprecedented efforts in recent years to build new feedback and evaluation systems that support teacher growth and development. To that end, the Measures of Effective Teaching (MET) project set out to investigate how a set of measures could identify effective teach¬ing fairly and reliably. The first wave of analysis from the MET team, while groundbreaking, was only the starting point for learning from the rich and complex data set compiled over the course of the project. This session highlights a selection of chapters from a new volume reporting original research using the MET data set. This volume extends and enriches the information available from MET’s existing reports by fully utilizing this rich data source and continuing to bring high-quality research to bear on questions of interest to practitioners and decision-makers in the field.

Sub Unit

• AERA Presidential Session

Chair

• Robert Pianta, University of Virginia

Papers

• It’s Nice to Have MET - Steven M. Cantrell, The Bill & Melinda Gates Foundation

• Combining Classroom Observations and Value-Added for the Evaluation and Professional Development of Teachers - Erik Ruzek, University of Virginia; Christopher Hafen, University of Virginia; Bridget Kathleen Hamre, University of Virginia; Robert Pianta, University of Virginia

• How Framework for Teaching and Tripod 7Cs Evidence Distinguish Key Components of Effective Teaching - Ronald F. Ferguson, Harvard University; Charlotte F. Danielson, The Danielson Group

• Grade-Level Variation in Observational Measures of Teacher Effectiveness - Kata Mihaly, RAND Corporation; Daniel F. McCaffrey, ETS

• Making Decisions With Imprecise Performance Measures: The Relationship Between Annual Student Achievement Gains and a Teacher’s Career Value-Added - Douglas Staiger, Dartmouth College; Thomas Kane, Harvard University