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The Genie is Out of the Bottle Implications of classroom level value-added analysis
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The Genie is Out of the Bottle
Implications of classroom level value-added analysis
Copyright ©2009. Battelle for Kids.
Background
Who is Battelle for Kids? Non-profit educational improvement organization
since 2002
Work built around using VA and other data for school improvement
Who is Mike Thomas BFK since 2003
OSU from 1992-2002
Teacher from 1977-1992
Focus on leadership, school improvement and adult development
Copyright ©2009. Battelle for Kids.
The Genie is out of the bottle:Implications of classroom-level value-added analysis
“Conventional Wisdom”
Highly Effective Teacher Research What we did
What we found
What we think it means
Connecting Conventional Wisdom to the Research
Copyright ©2009. Battelle for Kids.
Common Educational Wisdom?
“Based on the current evaluation process, everyone is effective.”
“The best teachers know who they are; I don’t need to tell them they are good.”
“Teachers are born not made, talent trumps craft.”
“There’s not a thing wrong with my teaching; it’s those damn kids.”
“Don’t smile until Christmas”.
“It’s my job to teach and your job to learn; I’m doing my job, you’re not doing your yours.”
Copyright ©2009. Battelle for Kids.
Highly Effective Teacher Research
Selection of Participants
What we did—Research Design
What we found—Research Findings
What it means—Theorizing about the findings
Copyright ©2009. Battelle for Kids.
HET Selection Process
Teacher-Level Value-Added Reports were used for the selection of teachers
Teacher had to produce value-added scores of at least 3 S.E.s above expected in math and nearly 3 S.E.s above expected in reading.
Teachers had to show positive gains with all student subgroups.
Report from previous year, if available, had to be solid.
Copyright ©2009. Battelle for Kids.
What we did: Appreciative Inquiry
Appreciative Inquiry methods were used to induce reflection, to trigger conversation and to frame the inquiry perspective we were taking.
Teachers interviewed each other to get at the factors that account for large student gains.
Teachers shared what they learned in small groups to find commonalities in their experiences.
Each teacher group produced a list of critical factors from which common themes were identified.
Teachers each produced 2 hours of writing about how two themes played out in their classrooms.
Copyright ©2009. Battelle for Kids.
Large-Scale Study Findings
Teachers, regardless of the subject area or grade level they taught, cited these four themes as reasons for their effectiveness: Instruction that works for every student
(Productivity/Competitiveness) Classroom environment (Structures that support
learning/Control) Student-centered focus
(Relationships/Collaboration) Professional growth and flexibility (Instructional
improvement/Creativity)
Copyright ©2009. Battelle for Kids.
Theorizing about the findings
A list of themes, practices, factors or behaviors is, by itself, only minimally useful.
Lists are not very interesting; they tend to oversimplify things that are inherently complicated.
Lists lend themselves to shallow one-size-fits-all “solutions.”
Lists leave out as much they illuminate. Lists tend to ignore the relationships that exist
between elements on the list.
Copyright ©2009. Battelle for Kids.
Competing Values Framework (Quinn)
Flexibility & Openness
Structure & Control
Internal Focus External Focus
Human Relations Model: Human commitment (Collaboration)•Cohesion•Morale•Value of human resources•training
Internal Process Model: Consolidation, continuity (Control)•Stability•Control•Information mgmt.•Communication
Open Systems Model: Expansion, adaptation (Creativity)•Adaptability•Readiness•Resource Acquisition•External Support
Rational Goal Model: Maximization of output (Competitiveness)•Productivity•Efficiency•Planning •Goal Setting
Professional Growth and Leadership•Passion•Adaptability•Flexibility•Creativity•Parental communication•Instructional improvement
Instruction that works for every student•High Expectations •Productivity•Persistence•High quality student work•Rigor•Differentiation•Competitiveness
Classroom Environment•Rules•Structures•Control•Routines•Classroom management
Child-Centered Focus•Relationships•Support•Collaboration•Responsive teaching•Student ownership of learning•Relevance
Copyright ©2009. Battelle for Kids.
Positive and Negative Zones
Copyright ©2009. Battelle for Kids.
Other Findings
Most HET’s reported that this was the first time
they were recognized as being good teachers.
Most HET’s tell us that they had to hide the fact that they were identified as highly effective.
Most HET’s tell us that they have never seen their grade-level value-added information or had a focused data-based conversation about improvement.
One size-fits-all PD is a waste of time.
Copyright ©2009. Battelle for Kids.
Reconnecting with the Common Wisdom
“Based on the current evaluation process, everyone is effective.”
“The best teachers know who they are; I don’t need to tell them they are good.”
“Teachers are born not made, talent trumps craft.”
“There’s not a thing wrong with my teaching; it’s those damn kids.”
“Don’t smile until Christmas.”
“It’s my job to teach and your job to learn; I’m doing my job, you’re not doing yours.”
Copyright ©2009. Battelle for Kids.
Next Steps
Test out the framework
Develop a survey to test out these ideas.
Does it fit HETs?
How do less effective teachers map out?
Do deeper dives with HETs to get at the high leverage behaviors that connect competing values
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