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Using observation to improve teaching and
learning
Robert C. Pianta, Ph.D.Dean, Curry School of Education
Director, Center for Advanced Study of Teaching and Learning (CASTL)
Discover. Create. Change.
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Leveraging teachers as game-changers Right now, getting a good teacher is a matter of luck. Scientific study of teaching – measurement and production.
Develop valid, effective tools for districts. Observe teacher behaviors that link to learning – Prove they
matter and replicate in thousands of classrooms – the Classroom Assessment Scoring System (CLASS).
MyTeachingPartner (MTP) tools for PD: courses, video supports, coaching. Evaluated and shown effective.
CASTL connects observation and measurement to PD proven to improve teaching and learning.
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Organization
alSupport
InstructionalSupport
EmotionalSupport
Teacher-Student Interactions
(these matter)
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What is the CLASS? CLASS is a tool for observing and rating (1-7) the
quality of teacher-student interactions in classrooms. CLASS versions pk-12 – coherent lens/language It measures the emotional, organizational, and
instructional supports provided by teachers that contribute to children’s social, developmental, and academic achievement.
CLASS is used to assess teacher-student interactions for a variety of purposes: Teacher Professional Development Monitoring and Evaluation of Teacher
Performance/Effectiveness Research
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CLASS PK-5 – Domains and dimensions Positive climate Negative climate Teacher sensitivity Regard for student perspectives
Effective behavior management Learning formats/engagement Productivity
Concept development Quality of feedback Language modeling
EmotionalSupport
InstructionalSupport
OrganizationalSupport
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Multi-level lens and language
Dimension
Indicator
BehavioralMarkers
Emotional SupportDomain
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Technical properties and inferences
Detailed manual describing codes/procedures Master-coded video segments/certification Central training of observers live or web Designed for typical day/classroom setup Reliable and Valid (national-level studies, all
grades). Technical properties support inferences for hiring, firing, tenure, pay, PD
CLASS research results support reliability and validity in thousands of classrooms
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Data on CLASS
CLASS has been used to observe over 8,000 classrooms across the United States.
CLASS is one of the most extensively used observational measures of teacher effectiveness for preschool through secondary classrooms.
Teachers with higher scores on CLASS have students who make greater academic and social progress during the school year (effect sizes .15-.35)
Classrooms are generally passive settings.
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1 7
What’s happening nationwide?
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Gains in Achievement in Emotionally Supportive Elementary Classrooms
Standardized tests of
achievement adjusted
Low Moderate High1st Grade Emotional Support
Kindergartenadjustmentproblems
9899
100101102103104105106107
No problems
Multiple problems
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CLASS-S results
Predicts state-standards test scores across all content areas (>2,000 students, >100 classrooms)
Moderate effect sizes (. 30) in all domains
Also predict standards tests in the subsequent year
Now in studies with several thousand classrooms (MET, WTG study).
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Improving Teacher-Student Interactions: MyTeachingPartner
Coaching, Video Library, Course
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Aligned professional development: MTP
Connecting outcomes and inputs - Alignment
CLASS – specific definitions of interactions
Video Library – analysis of others’ interactions
Coaching – ongoing analysis/feedback on own interactions
Course – knowledge and analytic skills
All tested in RCTs
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Summer/Fall 2005myteachingpartner.net
Detailed video examples
www.mtpsecondary.net
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Summer/Fall 2005myteachingpartner.net
MTP consultation cycle
Classroom video recordingat an established time
1
Teacher reviews clipsand reflects on practice
3
Consultant reviewsand edits video clips
2Teacher and consultant
meet and discussteaching practices
4
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Summer/Fall 2005myteachingpartner.netmyteachingpartner.net
MTP Prompts: Feedback for teachers
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MTP Coaching improves interactions
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Classrooms with high poverty benefit most from MTP coaching for teachers
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Coaching--100% Poor
Control--100% Poor
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MTP in high school – Gap-closing teachers
Same approach – MTP coaching, video library Randomized evaluation study – >100 classrooms 6th-11th grades, all content areas Teachers improved instruction; kids more
attentive, engaged Average student with MTP-coached teacher
improved 35th-60th percentile on state high-stakes standards tests
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Scale-up – At this moment CLASS in Head Start monitoring nationally
(mandated in Federal law). 50,000 teachers 4,800 pre-k classrooms in GA 1,600 preschool classrooms in Chicago 4,000 4th-11th grade classrooms Gates MET study 10,000 preschool classrooms in CA 300 secondary classrooms in Hampton VA Working now in community colleges Trained > 3,000 observers, 150 coaches
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Implications for P-12 (and beyond?) Standardized, valid observations can be scaled and
integrated into improvement and management systems Focus performance measures and PD on interactions
with students—common language and aligned systems Aligned PD improves interactions and student
outcomes – experimental studies Incentives, supports, and targets for teacher
behavior/performance in classrooms Observation can leverage improvements in teaching
and learning