Second, they conducted a series of weightings to determine the ideal mix of past student-achievement data (value-added metrics, or VAM), classroom observations, and student surveys to identify the most effective teachers.Ultimately, the authors determined that a model that relies on VAM for between 33 and 50 percent of total teacher evaluation is best, with student surveys comprising 25 percent and classroom observations the rest.
In any case, those looking for the policy takeaways: read the short summary report on the findings.
Those looking to expand their statistical minds: read the three companion research papers.
And those looking to seriously nerd out: watch for the full data sets, which Gates will be making available to other researchers in coming months.
The Measures of Effective Teaching (MET) project was designed to help teachers and school systems close the gap between their expectations for effective teaching and what is actually happening in classrooms.
Many states and school districts are looking to reinvent the way they do teacher evaluation and feedback, and they want better tools.
With the help of nearly 3,000 teacher-volunteers, the Measures of Effective Teaching (MET) project is evaluating alternative ways to provide valid and reliable feedback to teachers for professional development and improvement.However, that volatility is not so large as to undercut the usefulness of value-added as an indicator (imperfect, but still informative) of future performance; (2) Teachers with high value-added on state tests tend to promote deeper conceptual understanding as well; (3) Teachers have larger effects on math achievement than on achievement in reading or English Language Arts, at least as measured on state assessments; and (4) Student perceptions of a given teacher's strengths and weaknesses are consistent across the different groups of students they teach.Moreover, students seem to know effective teaching when they experience it: student perceptions in one class are related to the achievement gains in other classes taught by the same teacher.The data showed a strong correlation between the predicted achievement of teachers’ students and their actual scores, as well as the magnitude of success.That the study randomly assigned teachers offers credence to the researchers’ contention that teachers’ success be determined (and isn’t merely a byproduct of the quality of students who enter their classrooms in September).Most important are students' perception of a teacher's ability to control a classroom and to challenge students with rigorous work.Appended are: (1) Sample 8th Grade BAM Item; and (2) Example from Stanford 9 Open-Ended Reading Assessment.The project includes nearly 3000 teachers who volunteered to help researchers identify a better approach to teacher development and evaluation, located in six predominantly urban school districts across the country: Charlotte-Mecklenburg Schools, Dallas Independent School District, Denver Public Schools, Hillsborough County Public Schools (including Tampa, Florida), Memphis City Schools, and the New York City Department of Education.As part of the project, multiple data sources are being collected and analyzed over two school years, including student achievement gains on state assessments and supplemental assessments designed to assess higher-order conceptual understanding; classroom observations and teacher reflections on their practice; assessments of teachers' pedagogical content knowledge; student perceptions of the classroom instructional environment; and teachers' perceptions of working conditions and instructional support at their schools.After three years, million, and a staggering amount of video content, the Gates Foundation has released the third and final set of reports on its ambitious Measurements in Effective Teaching (MET) project (the first two iterations are reviewed here and here).The project attempted to ascertain whether it’s possible to measure educator effectiveness reliably—and, if so, how to do it.