Observed Teaching Strategies and Teacher Performance Measurement

• In Event: Moscone Center North Roundtable Session 13
  In Roundtable Session: Use of Classroom Observations to Reveal Relationships Between Evaluative and Structural Program Components

Abstract

This paper examines the extent to which teachers’ classroom strategy use is associated with two common approaches to performance measurement: value-added measures (VAM) and standardized classroom observations (CLASS; Pianta, Hamre, & Mintz, 2012). Nine trained coders recorded the prevalence of eight common teaching strategies in 144 classroom videos using the CSAS (Reddy & Dudek 2014).
Teacher strategies explain roughly 30% of the variation in teachers’ scores on CLASS; teacher use of open questions and behavioral corrective feedback are predictive across CLASS’s three domains. No association was found between questioning strategies and teachers’ VAM scores. A positive association between teacher VAM and use of clear directives was discovered, as well as a negative association between behavioral corrective feedback and VAM scores.

Authors

• Rebecca Hinze-Pifer, University of Illinois at Urbana-Champaign

• Linda Reddy, Rutgers University