Measuring Effective Teaching~Content Pedagogy

Content Pedagogy Design Group:Jeanne Bennett, Corrine Chalifour,

Warren Dobbins, Julie Jones, Liz Linear, Lindi McCurry, Jigna Patel, Sue Varga-Ward, Tom

TomberlinApril 27th, 2011

From “Other Options” to Content Pedagogy

• When CMS began the process of developing multiple measures of teacher effectiveness, they designated an “Other Options” design group that was charged with investigating critical components of teacher effectiveness that had not yet been identified.

• The focus of the group quickly went to instructional quality and what determines whether a teacher’s instruction is of high quality or not.

• The design team has determined that “content pedagogy” is the most critical element of high quality instruction.

2

3What is Content Pedagogy?

• Content pedagogy refers to the teaching skills teachers use to impart specialized knowledge/content of their subject areas to learners.

• This complex combination of skills and abilities can include essential knowledge, dispositions, commitments, and instructional behaviors that allow educators to practice at high levels.

• Recognizing effective practice and teachers who demonstrate it is the single most important action the nation can take to improve schools.

Source: National Board for Professional Teaching Standards. (1998). Washington, DC. http://www.nbpts.org/

Content Pedagogy and Teacher Effectiveness

Teacher Effectiveness

Student Achievement Professional Learn-ing Communities

Content Pedagogy Student SurveysStudent Work Teacher ObservationHard to Staff

4

5How Do We Measure Content

Pedagogy?TIER 4Create

TIER 2Application

TIER 3Analysis & Evaluation

TIER 1Knowledge & Understanding

6Tier I – Knowledge and

UnderstandingKnowledge

* Praxis Exam* Error Analysis

Identification* Demonstrate knowledge of research-based

practices* Knowledge of associated vocabulary

Classification* Developmentally appropriate lessons

* Differentiated Lessons* Engagement of Students

7Tier II – Application

Teacher selects and applies instructional practices

consistently throughout teaching

Teacher maintains records of how practices are being applied in classroom (e.g.,

portfolio containing lessons, activities, research articles and reflection logs.

C & I maintains database of approved resources and determines validity of other resources

Observation conducted by outside personnel (Tier IV?) to verify proficiency in practice

8Tier III – Analysis and

EvaluationTeacher conducts a narrowly

focused action research project

Application process for project – teacher provides background research, rationale and need, identifies salient data, plan for

collecting data, timeline of project

Opportunities for collaborative projects – across classes, grades, and schools.

Teachers share results of the research project – district develops a repository of research on

instructional practices.

9Tier IV – CreateTeacher creates presentations

on best practices for colleagues, local and district

PD, conferences, etc.

Establish an “open” classroom designed for teacher students to learn from master

teachers.Lead professional development “learning

labs”

Tier IV teachers become a resource (coach, mentor, advisor) for other teachers as they advance

through the tiers.Assist in the creation of a “practice library” that

warehouses effective best practices.

Focus Group Questions What are three advantages and three

disadvantages of having teachers work on an action research project?

Would you take the opportunity to pilot the measure as presented? Why or Why not?

List the strengths and weaknesses of each of the four tiers. Please be as specific as

possible.