Bonnie S. Billingsley, Professor Virginia Tech College of Liberal Arts & Human Sciences School of Education, Department of Teaching & Learning OSEP Project Director’s Conference July 20, Evaluation for Special Education Teacher Effectiveness
It’s Complicated… “…it’s hard, you know there are days I think coming up with new vaccines for things like malaria are in some ways more straightforward than a personnel system that everyone is going to feel great about.” Bill Gates to Jon Stewart in a discussion about teacher evaluation (The Daily Show, January 25, 2010)
Changing Context for Teacher Evaluation Controversial: varied stakeholders & interests Interest in teacher evaluation related to relationship between teacher quality and student achievement Teacher evaluation as “policy lever” to improve teacher performance & reduce achievement gaps
Challenges Conceptual Effective teaching Purposes of evaluation Measurement Psychometric properties of assessments In specific contexts & with special populations Contextual Teachers’ opportunities for effectiveness Teacher support & learning
Selected Teacher Evaluation Approaches/Measures Examples Value-added Structured Observation Systems Other observations Teacher checklists/rating scales Portfolios/classroom data/artifacts Individual educational plans Student performance on learning goals
Structured Observations Global observation measures Framework for Teaching Observation Survey (Danielson, 1996, 2007) Used in special education research (Nougaret et al., 2005; Sindelar et al., 2004) Classroom Assessment Scoring System [CLASS] (Pianta, La Paro & Hamre, 2008) Specific observation measures Mathematical Quality of Instruction (MQI) (Hill et al., 2008) English Language Learner Classroom Observation Instrument (ELLCOI) (Baker et al., 2006)
Chicago Public Schools: Pilot of Excellence in Teaching Project Modified Danielson framework Purposes: improve teaching, basis for coaching, reflection & professional development (PD) Pre-observation/observation/post-observations Four levels: unsatisfactory, basic, proficient & distinguished Studying effects: (e.g., reliability, relationship between observation scores & student achievement, user perspectives) “Clarifying” use with special education
Contextual Challenges: Opportunity for effectiveness? Consistent SET shortages, especially high poverty districts (Boe, 2006; Fall & Billingsley, 2008; U.S. Department of Education) Formidable content & pedagogical demands Diverse & increasing caseloads (Carlson et al., 2002; McLeskey et al., 2004) Lack of clarity about roles (Gehrke & Murri, 2006) Insufficient time on instruction: 40% (Vannest & Hagan-Burke, 2010)
Contextual Challenges: Opportunities for SET Learning? Evaluator expertise Principals Teacher leaders & instructional coaches Opportunities for professional development Professional learning communities
Conclusions
References Baker, S., Gersten, R., Haager, D., & Dingle, M. (2006). Teaching practice and the reading growth of first-grade English learners: Validation of an observation instrument. Elementary School Journal, 107(2), 199–221. Boe, E. E., & Cook, L. H. (2006). The chronic and increasing shortage of fully- certified teachers in special and general education. Exceptional Children, 72(4), Carlson, E., Brauen, M., Klein, S., Schroll, K. & Willig, S. (2002). Study of Personnel Needs in Special Education: Key Findings. Retrieved from Danielson, C. (1996; 2007). Enhancing professional practice: A framework for Teaching. Alexandria, VA: Association of Supervision and Curriculum Development. Fall, A. M., & Billingsley, B. (2008). Disparities in teacher quality among early career special educators in high and low poverty districts. In T. E. Scruggs & M. A. Mastropieri (Eds.), Advances in learning and behavioral disabilities: Vol. 21. Personnel preparation (pp ). Stanford, CT: JAI.
References (continued) Hill, H. C., Blunk, M. L., Charalambous, C. Y., Lewis, J. M., Phelps, G. C., Sleep, L., & Ball, D. L. (2008). Mathematical knowledge for teaching and the mathematical quality of instruction: An exploratory study. Cognition and Instruction, 26(4), 430–511. Gehrke, R. S., & Murri, N. (2006). Beginning special educators' intent to stay in special education: Why they like it here. Teacher Education and Special Education, 29(3), McLeskey, J., Tyler, N., & Flippin, S. S. (2004). The supply of and demand for special education teachers: A review of research regarding the nature of the chronic shortage of special education teachers. The Journal of Special Education, 38(1), Nougaret, A. A., Scruggs, T. E., & Mastropieri, M. A. (2005). Does teacher education produce better special education teachers? Exceptional Children, 71(3),
References (cont.) Pianta, R. C., La Paro, K., & Hamre, B. K. (2008). Classroom Assessment Scoring System (CLASS). Baltimore: Paul H. Brookes. Sindelar, P. T., Daunic, A., & Rennells, M. S. (2004). Comparisons of traditionally and alternatively trained teachers. Exceptionality, 12(4), United States Department of Education. Annual Reports to Congress on the Implementation of the Individuals with Disabilities Education Act, Washington, DC: Author.