data-driven teacher effectiveness: where to begin?
TRANSCRIPT
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Data-driventeacher effectiveness
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Chances areyou’re already thinking about howto improve teacher effectiveness.
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ActecuringS eacherT ffectiveness,Eeaders,L earningL ndA esultsR
S 763:
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S 763:
STELLAR ACT
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Where tobegin
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You could6 figures—even 7 figures—on more testing...
invest
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... but what if you coulddrive school change…
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...using the assessment datayou already have today
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GrowthModeling
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Our approach:Compare & analyze ANY test data.
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Your result:NO extra testing.NO extra cost.
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Example:Language ITBS Growth vs. Achievement(anonymous school)
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100
50
752
5
1000 50 7525
Low performance/high growth High performance/high growth
Low performance/low growth High performance/low growth
1
2
3
5
4
7
10
9
8
6
19
20
21
22
23
14
13
12
11
18
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1516
25
24
National Percentile Rank(2009 ITBS)
Stu
dent
Gro
wth
Per
cent
ile(2
00
7-2
00
9 IT
BS
)
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Student Names
1 14
2 15
3 16
4 17
5 18
6 19
7 20
8 21
9 22
10 23
11 24
12 25
13
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Example:Math ITBS Growth vs. Achievement(district-wide)
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100
50
752
5
1000 50 7525
Low performance/high growth High performance/high growth
Low performance/low growth High performance/low growth
Median 2009 ITBS NPR
Med
ian
Dis
tric
t S
GP
(20
07-
20
09
ITB
S)
300 or more
200 - 299
150-199
100-149
Less than 100
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Inquiry
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Outliers?What’s going on?Why?
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What are ourbest practicesand how do weshare them
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What NCLB did forprincipal accountability,GROWTH MODELING does forteacher accountability.
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Data-driventeacher effectiveness
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Data-driventeacher effectiveness
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Now that I’ve identified
the issues...
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...how do I support
the process
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Replicate myexceptionally goodteachers.
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Replicate myexceptionally goodteachers.
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Support mystruggling learners.
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Support mystruggling learners.
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GrowthModeling