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Using more data
Transcript of Using more data
Using more data sources to evaluate teachers. Educational leadership 58(5) Marzano (2003). Using Data: Two wrongs and a right. Educational leadership 60(5) Debbie Christenson & Mark McDonald
27 April 2010 Two Mistakes:
Using indirect measures of learning--standardized tests.
No explanatory model to intrepret data When schools used direct test "curriculum sensitive" measures that actually measure the content taught inschool, schools appeared highly effective School level factors:
Guaranteed and viable curriculum: No matter who teaches a given class, the curriculum will address certain content, and teachers can teach it adequately in the time allotted.
Challenging goals and effective feedback. Detailed info on specific learning goals for specific student on a timely basis
Parent and community involvement on important decisions as well as day-to-day functioning of the school.
Safe and orderly environment rules and procedures.
Staff collegiality and professionalism Teacher level factors:
Instructional strategies—highly effective teaching techniques, ability to determine which to use for a specific student and content
Classroom management—establishing rules and procedures, disciplinary interventions, appropriate relationships between students and teachers.
Curriculum design—sequencing and pacing , build on prior knowledge
Student Level factors:
Home atmosphere—how supportive for academic achievement
Learned intelligence and background knowledge
Student achievement data
Documentation of professional activity
Teacher tests Additional Sources:
Reports by administrators
National licensing A "Leading tail" encore So