Poster #1 - Stepping-Stone to Stalwart: Transition From Proving Ground to Most Successful School in District

• In Event: 34.099 - MTCC Poster Session Seven
  In Poster Session: 34.099-1 - Conceptualizations and Consequences of Accountability

Abstract

Using a mixed-methods approach, this study examines the impact of a federal Teacher Incentive Fund-Cycle 4 grant that enabled a partnership between a nonprofit organization and a rural high-need school. This partnership enacted a plan to strengthen systems that supported ongoing improvement for educators and provided performance measurement as a key tool in describing and improving classroom instruction, in an effort to improve student outcomes. Results indicate improvements in teacher effectiveness and student achievement, as measured by educator reports of perceived impacts, observation data from a research-based rubric covering multiple dimensions of instructional quality, and student performance on state standardized tests. Findings from this study contribute to our knowledge about the impact of teacher quality improvement strategies on student achievement.

Authors

• Joshua H. Barnett, National Institute for Excellence in Teaching

• Tanee Hudgens, National Institute for Excellence in Teaching