a grand bargain for education reform a grand bargain for education reform the giffin model 2011...
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A Grand Bargain for Education ReformA Grand Bargain for Education Reform
The Giffin Model
2011 Regional Conference on
Strategic Compensation Awareness
Akron OH May 6, 2011
Ted Hershberg & Claire Robertson-KraftOperation Public EducationUniversity of Pennsylvania
The Giffin ModelThe Giffin Model
Matching teacher strengths with student needs
Measuring accurately before evaluating Increasing student achievement despite
larger class sizesDeveloping IEPs for every studentBuilding a layered curricula
Class size and fiscal austerityClass size and fiscal austerity
School districts everywhere will increase class size to reduce costs
Reducing class size was never a good investment, but everyone liked it:– Parents– Teachers– Teachers Unions– Builders– Construction workers
Reducing class size is a poor policy Reducing class size is a poor policy choice to increase student learningchoice to increase student learning
It ranks 40th among 46 options
Feedback and direct intervention are the highest (effect sizes of 0.81)
Where the average is 0.40, the effect size of reducing class size is 0.12
Source: John Hattie, Keynote, International Conference on Class Size, University of Hong Kong, May, 2005
The Giffin Model The Giffin Model
Increasing class size now will decrease student learning and lower teacher morale
Unless we make major changes in how we group our students and assign our teachers
Let’s review the background
Growth as a Classroom DiagnosticGrowth as a Classroom Diagnostic
It provides teachers with data on the focus and impact of their instruction
It ensures a clearer understanding of a teacher’s strengths and weaknesses
It provides a means to maximize teacher and student success
Discussed in chapter 9 in A Grand Bargain for Education Reform
John Schacter has elaborated these issues in his work with former TN middle-school principal, Joel Giffin
Diagnostics 1Diagnostics 1
The Focus of InstructionThe Focus of Instruction
Shed PatternShed Pattern
Previous Achievement
Gai
n
This pattern – high growth for the low-achievers at the expense of others – is common in low-income communities.
Low Average High
Reverse ShedReverse Shed
Previous Achievement
Gai
n
In this pattern – frequently found in suburban districts – the teacher is teaching to the high achievers at the expense of other students.
Low Average High
TentTent
Previous Achievement
Gai
n
In this pattern, the teacher is teaching right down the middle.
Low Average High
Diagnostics 2Diagnostics 2
The Impact of InstructionThe Impact of Instruction
Value-Added: Value-Added: Three ResultsThree Results
100% }One year’s
worth of
growth
Below
Above
No Detectable Difference (NDD)
(using 3-year running averages)
Diagnostics 3Diagnostics 3
Combining the Combining the Focus and Impact of Focus and Impact of
InstructionInstruction
Example: Example: Four 5Four 5thth Grade Classrooms Grade Classrooms
100% } No
detectable
difference
Reading Language Arts Math Social Studies
Example: Example: High School English Dept.High School English Dept.
100% } No
detectable
difference
9 Adv9 10 Adv10 11 Adv11 12 AP12
Shed PatternShed PatternUsing Previous Academic Achievement LevelsUsing Previous Academic Achievement Levels
100% }No Detectable Difference
Low Average High
Reverse Shed PatternReverse Shed PatternUsing Previous Academic Achievement LevelsUsing Previous Academic Achievement Levels
ExampleExample
100% }No Detectable Difference
Low Average High
Growth Modelthree categories of instructon
Highly Effective: by providing their students with high growth, teachers earn higher salaries, move up the career ladder faster, and serve as coaches and mentors
Effective: these teachers provide their students with a year’s worth of growth in a year
Ineffective: by failing to provide their students with adequate growth, these teachers undergo mandatory remediation, which can result in improvement or dismissal
Observation protocols should provide parallel ratings
Value-added instructional results:Value-added instructional results:
Attach 2 Standard Errors to those Below the District Avg. Attach 2 Standard Errors to those Below the District Avg.
Tea
cher
Eff
ecti
ven
ess
District Average or Growth Standard
Ineffective
Effective
Highly Effective
Attach 1.5 Standard Errors to those Above the District Avg.Attach 1.5 Standard Errors to those Above the District Avg.
Standard Errors are a function of:
•Number of students taught
•Number of data points for each student
Tent PatternTent PatternUsing Previous Academic Achievement LevelsUsing Previous Academic Achievement Levels
Example 2Example 2
100% }No Detectable Difference
Low Average High
21
Teacher #4 Math Scatter Plot (-70 Mean VAM)Teacher #4 Math Scatter Plot (-70 Mean VAM)
82%
20%
23%
How growth was used in How growth was used in Tennessee’s most successful schoolTennessee’s most successful school
Achievement data is used to form homogeneous groups of students
Growth data are used to identify the specific group of students teachers are most successful with: previously low, average or high achievers
Maryville Middle School’s (MMS) Maryville Middle School’s (MMS) TVAAS Test ScoresTVAAS Test Scores
Subject(Grades 6,7,8)
National (Benchmark)
Norm
MMS Scores3 yr. Average
1997-99
MMS Scores10 yr. Average
1993-2002
Math 100% 143.2% 156.0%
Reading 100% 154.7% 135.6%
Language Arts 100% 230.0% 183.6%
Social Studies 100% 108.3% 107.5%
Science 100% 143.4% 137.0%
School Average 100% 155.9% 143.9%
The Philosophy of the Giffin ModelThe Philosophy of the Giffin Model Every student, no matter where she starts, should make learning
progress from one year to the next Teach ers should teach the subjects and students they are most
successful with Students enter any grade level with vastly different achieve ment
levels Students learn at different rates and in different ways Each in di vi dual student excels in some disciplines more than
others All students can exp eri ence success when they have the
opportunity to feel challenged and successful in every class
Not TrackingNot Tracking
Fluid groupings: students are moved to other classrooms, slower paced or advanced, at any point in the school year
IEPs promote maximum growth, and Projections make possible academic interventions
to raise performance trajectories
Strengths of the Giffin ModelStrengths of the Giffin Model
Maximizes teacher effectiveness and student learning Reduces behavioral problems: students “in synch” with
their curriculum means less acting out because of boredom or frustration
Saves money through larger classes for average and high-achieving students
Permits very small class sizes for students most in need Raises educator morale despite introduction of new
individual-level accountability
The New Support StructureThe New Support Structure
Driven by data (Integrated Assessment, Value-added Training, Value-added as a Diagnostic)
Job-embedded (Mentoring, Professional Learning Communities)
Aligned with evaluation systems (Peer Assistance and Review, Strategic Review)
Teacher-led (Professional Unionism)
For additional information on our
comprehensive school reform model, please contact:
or (215) 746-6477
Or see our website at http://operationpubliced.org