22 Aug You should respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts.?Your reply posts are worth 2 po

· You should respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts. Your reply posts are worth 2 points (1 point per response.) 

· All replies must be constructive and use literature where possible.

Reply from Silvio Raydel Lores

1. Describe value-added models (VAMs) and discuss the costs and benefits of using them to measure teacher impact on student performance?

Value-added models (VAMs) involve metrics to assess the change in student performance on a year-to-year basis while trying to isolate the ‘teacher effect’ from various confounding factors including the student’s prior performance (Darling-Hammond et al., 2012; Rebore, 2001). The development of VAMs is under the premise that the gains made by students are actually due to teachers. However, this assumption is often wrong. Some of these may include the size of the class, the quality of the curriculum, and the students themselves and their backgrounds (Darling-Hammond et al., 2012). Although VAMs can give information on how students are learning academically, their utilization in high-stakes teacher measurements has been demerited for fluctuating and for not painting a complete picture that recognizes other factors​.

2. What are some alternative approaches to using VAMs and how can they be effectively employed?

Instead of relying on VAMs, several authors have called for a broader approach to the evaluation system. Some of these include Performance assessments, peer assessments, and Professional learning. Observations containing interactions and assessment of motivation together with document reviewing and collaboration with the mentor teachers have the effect of offering a broad picture of teacher performance (Rebore, 2001). In some districts, multiple classroom observations done in throughout the school year by trained observers have been effective in providing feedback to teachers and at the same provides reliable information on the effect of teacher practices on learning (Darling-Hammond et al., 2012).

3. What are some alternative approaches to using VAMs and how can they be effectively employed?

In Miami-Dade County Public Schools, teachers have been assessed by the IPEGS system in the course of their teaching practice. This process involves a principal offering focused observation, appraisal of the teachers after a short while, and appraising of the teachers using lesson plan submissions and student-teacher relations (Darling-Hammond et al., 2012). Furthermore, the evaluation of teachers is connected to the results of students in the exams at the end of a course, known as EOCs, and the resulting effectiveness rating. As for the benefits of this system, it should be admitted that utilizing one assessment only and evaluating the performance of a teacher based on student test scores and a single observation, the complexity of a classroom can obscure a complete picture of the teacher.

4. What are the best indicators of teacher effectiveness in your experience? How can these indicators be measured?

Classroom management, the level of students’ engagement, and the teachers’ capacity to adapt the delivery of instruction to accommodate diverse learning styles are some of the most reliable barometers of teacher performance (Darling-Hammond et al., 2012). These can be gauged through follow-up observations by trained Assessors, Students/learners’ feedback, and teacher’s self-reflective analysis of what they are practicing. In addition, accumulating the student work over time gives a more comprehensive idea about the extent to which a teacher contributes to the improvement of student learning outcomes.

5. Other than teacher effectiveness, what influences student achievement? To what extent can these influences be accounted for so that teacher effectiveness is measurable?

Learner performance is a function of factors outside the classroom for instance home background, socio-economic status, availability of resources as well as peer influence​ (Darling-Hammond et al., 2012; Rebore, 2001). Although such factors may concern teacher efficiency, they interfere with measures of a teacher’s contribution in many situations. To some extent, these influences can be mediated by schools that collect demographic information at the start of a course and monitor the student’s progress in several parameters rather than, or in addition to, tests.

6. Why might teacher effectiveness differ from class to class as well as from year to year or from test to test?

Teacher performance varies depending on the operation of the class and grade, as well as the subjects taught (Darling-Hammond et al., 2012). For instance, the teacher’s strength in teaching a group of high achievers may not be effective in handling a large group of ELL students. Also, the achievement outcomes can be dissimilar depending on the specific tests that have been administered, making the overall comparative assessment of teachers’ performance in the capacity more challenging.

7. What kind of performance assessments could teachers use to document their effectiveness? How would these be “scored”?

A portfolio of students’ works and the pre-and post-tests, the videotaped lessons of the teacher and the students can also be used as performance assessments. These could have been accompanied by standards-based assessments whose score is arrived at from rubrics that reflect professional teaching standards that offer a clear way of assessing a teacher.

8. What might be the role of a coach or mentor in terms of a teacher evaluation system? What might be the role of professional development?

Most LBS coaches and mentors undertake to provide teachers with specific guidance, actual peer observations, and reflective conversations that can positively support the improvement of teachers’ educational practices. These opportunities can also complement the goals of PD i.e., to provide experiences that foster teacher development in areas of performance that need enhancement) and evaluation so that analyses and evidence yielded results in tangible directions for the improvement of the teachers.

References

Darling-Hammond, L., Amrein-Beardsley, A., Haertel, E., & Rothstein, J. (2012). Evaluating teacher evaluation.  Phi Delta Kappan,  93(6), 8–15.

Rebore, R. W. (2001).  Human resources administration in education: A management approach. ERIC.

Reply from Mark Waters

1. Describe value-added models (VAMs) and discuss the costs and benefits of using them to measure teacher impact on student performance.

Value-added models (VAMs) are statistical tools designed to estimate the impact of teachers on student learning by analyzing changes in student test scores over time. These models attempt to isolate the effect of the teacher from other influencing factors by accounting for students' prior academic performance and socio-economic conditions (Darling-Hammond et al., 2012).

Benefits of VAMs include their data-driven approach, which offers a quantifiable measure of a teacher’s contribution to student progress. This can be useful for identifying effective teaching practices and holding teachers accountable for student outcomes. However,  costs associated with VAMs include their reliance on standardized test scores, which may not fully capture a teacher’s effectiveness or a student’s learning experience. Additionally, VAMs can create high-pressure environments for teachers, potentially leading to a focus on test preparation rather than holistic educational practices (Darling-Hammond et al., 2012).

2. What are some alternative approaches to using VAMs and how can they be effectively employed?

Alternative approaches to using VAMs include evaluating teachers based on professional teaching standards, conducting classroom observations, and analyzing teaching artifacts. Professional teaching standards offer a framework to assess teachers on various pedagogical and management criteria (Darling-Hammond et al., 2012). Classroom observations, performed by trained evaluators, provide insights into teaching practices and student interactions, while analyzing teaching artifacts such as lesson plans and student work helps gauge instructional quality.

These methods can be effectively employed by integrating them into a comprehensive evaluation system that combines multiple approaches to offer a holistic view of teaching effectiveness. Such systems should emphasize formative feedback, providing teachers with constructive evaluations and opportunities for professional development, thereby supporting their growth rather than just summative judgments (Darling-Hammond et al., 2012).

3. How are teachers evaluated in your district (or a district you know well)? To what extent does the evaluation system in this district seem effective to you?

In many districts, teacher evaluations involve a blend of observations, self-assessments, and student feedback. For example, evaluations often include structured observations of teaching practices, which are assessed against established instructional standards and classroom management criteria (Darling-Hammond et al., 2012).

The effectiveness of such systems typically depends on factors like the clarity of evaluation criteria, the consistency in applying these criteria, and the extent to which feedback is used constructively. An effective evaluation system is one that provides clear expectations, supports teachers with constructive feedback, and offers resources for professional growth (Darling-Hammond et al., 2012).

4. What are the best indicators of teacher effectiveness in your experience? How can these indicators be measured?

Indicators of teacher effectiveness often include improvements in student learning outcomes, the quality of classroom interactions, and feedback from students and colleagues. These indicators can be measured through various methods. Detailed rubrics can be used to assess the quality of teaching practices observed during classroom evaluations. Tracking student performance over time and collecting feedback from students and parents through surveys or questionnaires also provide valuable insights (Darling-Hammond et al., 2012). Additionally, performance assessments such as portfolios and project-based tasks allow teachers to document and demonstrate their effectiveness in facilitating student learning.

5. Other than teacher effectiveness, what influences student achievement? To what extent can these influences be accounted for so that teacher effectiveness is measurable?

Student achievement can be influenced by factors such as family environment, school resources, and peer dynamics. For instance, socio-economic status, parental involvement, and the availability of school resources all play significant roles in student performance (Underwood & Mead, 2012). These influences can be partially accounted for through statistical controls and a contextual understanding of the educational environment. While it is challenging to isolate these external factors completely, careful consideration and adjustment in evaluation methodologies can help in assessing teacher effectiveness more accurately (Darling-Hammond et al., 2012).

6. Why might teacher effectiveness differ from class to class as well as from year to year or from test to test?

Teacher effectiveness may vary due to several factors, including differences in student demographics, classroom dynamics, and available resources. Variations in class size, student behavior, and the teacher’s level of experience and skills can all impact effectiveness. Additionally, different assessments and tests may measure various aspects of student learning, contributing to differences in perceived teacher effectiveness from one context to another (Darling-Hammond et al., 2012).

7. What kind of performance assessments could teachers use to document their effectiveness? How would these be “scored”?

Teachers can use performance assessments such as student work portfolios, project-based evaluations, and performance tasks to document their effectiveness. These assessments can be scored using detailed rubrics that outline specific criteria and expectations for quality. Rubrics help ensure consistency and fairness in evaluating the different aspects of teaching and student learning (Darling-Hammond et al., 2012).

8. What might be the role of a coach or mentor in terms of a teacher evaluation system? What might be the role of professional development?

Coaches and mentors play a crucial role in teacher evaluation systems by providing personalized support and feedback. They help teachers by modeling effective practices, offering guidance, and facilitating collaboration among peers (Darling-Hammond et al., 2012). Professional development is also essential as it offers teachers opportunities to enhance their skills, adapt to new educational strategies, and implement improvements based on evaluation feedback. Ongoing professional learning supports continuous growth and helps teachers refine their practices to better meet their students' needs (Darling-Hammond et al., 2012).

References

Darling-Hammond, L., Amrein-Beardsley, A., Haertel, E., & Rothstein, J. (2012). Evaluating teacher evaluation.  Phi Delta Kappan, 93(6), 8-15.  http://dx.doi.org/10.1177/003172171209300603Links to an external site.

Underwood, J., & Mead, J. F. (2012).  A smart ALEC threatens public education. Phi Delta Kappan, 93(6), 51–55.  https://doi.org/10.1177/003172171209300612Links to an external site.

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