Setting the contextThe Importance of Getting Teacher Appraisal

Right

2

An excellent teacher can raise

test scores by as much as 50% compared to the average teacher

3

Average:

62%

A moderate or large change in their

teaching practices after they received

feedback

Source: OECD, 2013

4

Average:

71%

A moderate or large change in their

confidence as a teacher after they received feedback

Source: OECD, 2013

5

Average:

63%

A moderately or large change in their job satisfaction

Source: OECD, 2013

6

Average:

47%

Feedback is provided to teachers based on

a thorough assessment of their

teaching

Source: OECD, 2013

7

Average:

51%

Teacher appraisal and feedback are largely

done to fulfil administrative requirements

Source: OECD, 2013

8

Average:

31%

If a teacher is consistently

underperforming, he/she would be

dismissed

Source: OECD, 2013

9

Average:

38%

The best performing teachers in this school receive the greatest

recognition

Source: OECD, 2013

10

Planning and Preparation

Classroom Environment

InstructionProfessional

Responsibilities

Teaching

Source: Danielson, Framework for Teaching (1996, 2007)

A consistent and objective set of measures

11

Teacher’s professional development

Contribution to school development

Links to external partners or the

community

Contribution to extra-curricular activities

Professional Responsibiliti

es

Additional responsibilities

12

Frequency of appraisal for performance management

Never <1 every 2 years

Once every 2 years

Once per year

Twice or more per

year

0

5

10

15

20

25

30

35

40

45

Frequency of formal appraisal by the school principal (%)

Never <1 every 2 years

Once every 2 years

Once per year

Twice or more per

year

0

5

10

15

20

25

30

35

40

45

Frequency of formal appraisal by the school management

team (%)

13

76%Content

knowledge

79%Student Surveys

95%Test Scores

95%Classroom

observation

89%Parent

feedback

81%Self-Assessment

Commonly used information sources

14

Appraisal Methods

Classroom Observatio

n

15

Appraisal Methods

Classroom Observatio

n

Objective Setting

and Interviews

16

Appraisal Methods

Classroom Observatio

n

Objective Setting

and Interviews

Teacher Self-

Appraisal

17

Appraisal Methods

Classroom Observatio

n

Objective Setting

and Interviews

Teacher Self-

Appraisal

Teacher’s Portfolio

18

Appraisal Methods

Classroom Observatio

n

Objective Setting

and Interviews

Teacher Self-

Appraisal

Teacher’s Portfolio

Pupil and Parent

Surveys

19

Appraisal Methods

Classroom Observatio

n

Objective Setting

and Interviews

Teacher Self-

Appraisal

Teacher’s Portfolio

Pupil and Parent

Surveys

Gains in Student Results

20

Appraisal Methods

Classroom Observatio

n

Objective Setting

and Interviews

Teacher Self-

Appraisal

Teacher’s Portfolio

Pupil and Parent

Surveys

Gains in Student Results

Correlation:

0.24

95%

source: MET (2012)

21

Improving Classroom Observation

1. Set clear expectations

2. Require observers to demonstrate accuracy

3. Average over multiple lessons

4. Track system-level reliability

5. Regularly verify link to student achievement gains

Source: Measures of Effective Teaching (2012)

22

Appraisal Methods

Classroom Observatio

n

Objective Setting

and Interviews

Teacher Self-

Appraisal

Teacher’s Portfolio

Pupil and Parent

Surveys

Gains in Student Results

Correlation:

0.3779%

source: MET (2012)

23

Appraisal Methods

Classroom Observation

Objective Setting and Interviews

Teacher Self-Appraisal

Teacher’s Portfolio

Pupil and Parent Surveys

Gains in Student Results

Correlation:

0.69

95%

source: MET (2012)

24

Assumptions needed:

• Teachers should be unaffected by their working environment

• Allocation of pupils needs to be random

• Value added is equal regardless of the baseline

• Teachers are equally effective with all pupils

Is VA a truly unbiased measure of teacher quality?

25

Is VA a consistent measure over time?

Source: Based on 941 teachers, Koedel and Betts (2007)

26

Percentage increase in the chance of an average teacher being misjudged as exceptionally good or bad when using a single year measure

25%

Source: Schochet and Chiang (2010)

Is VA a consistent measure over time?

27

If VA test scores placed a teacher in the bottom 3% then there was an 80%

probability they would be classified in the bottom quartile on all measures

Is VA an accurate reflection of teacher quality?

28

Conclusions