Multistate Impact: National Model as Blueprint for Increasing Teacher Instructional Quality

• In Event: 66.086 - MTCC Roundtable Session 29
  In Roundtable Session: 66.086-1 - Policy, Instruction, and Effectiveness of Schools

Abstract

This study examines the impact of three federal Teacher Incentive Fund-Cycle 4 grant awards to a nonprofit organization, facilitating implementation of an educator effectiveness and professional development support system in Iowa, Minnesota, and Tennessee high-need schools. Designed to improve teacher practices and raise student achievement, the system provides teachers with opportunities for career advancement, job-embedded professional development, a rigorous and fair performance evaluation system, and performance-based compensation. Findings show improvements in teacher pedagogical practices. Specifically, average teacher instructional quality scores increased significantly from one year to the next, with substantial improvement occurring in the first two years of the project. Further, teacher leaders tended to score higher on average than classroom teachers across time. Educational Reform; Teacher Quality; Instructional Practices

Authors

• Tanee Hudgens, National Institute for Excellence in Teaching

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