Brendan Murphy on 2009-11-09
So instead of one test we have two big tests in a year.
This link has been bookmarked by 102 people . It was first bookmarked on 08 Dec 2008, by pablodgz.
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retested
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why shouldn’t we value someone who hasn’t had the chance to play as highly as someone who plays as well as anyone in the land?
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Brendan Murphy on 2009-11-09
Why we should have a two year mentorin gprogram. 1st year watching learning and occasionaly teaching 2nd year teaching and taking constructive criticism
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kulub lnuANNALS OF EDUCATION about how to predict performance in teaching and football. On the day of the big football game between the University of Missouri Tigers and the Cowboys of Oklahoma State, a football scout named Don Shonka made his way through a videotape of the Tigers’ previous contest, against…
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At this age, when kids show their engagement it’s not like the way we show our engagement,
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And a good teacher doesn’t interpret that as bad behavior. You can see how hard it is to teach new teachers this idea, because the minute you teach them to have regard for the student’s perspective, they think you have to give up control of the classroom.”
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Lilliam HurstGladwell on teachers
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almost in half to get the same boost that you’d get if you switched from an
average teacher to a teacher in the eighty-fifth percentile. And remember that a
good teacher costs as much as an average one, whereas halving class size would
require that you build twice as many classrooms and hire twice as many
teachers.
Hanushek recently
did a back-of-the-envelope calculation about what even a rudimentary focus on
teacher quality could mean for the United States. If you rank the countries of
the world in terms of the
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Michael RichardsAN interesting look at teaching. Malcolm Gladwell uses the analogy of evaluating talent for NFL to make a position on evaluating teachers.
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Jay SwanGreat article by Malcolm Gladwell. So true. Saw this in our school with a recent hire - he was a bad quarterback selection. He is now gone.
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kiberensThe performance of teachers, like NFL quarterbacks, is impossible to predict. Only as they do their jobs can their success be measured and quantified. We use the wrong indicators to predict teacher success, such as test scores and grades. Instead, we can only gauge a teacher's "withitness" when we see them in the classroom.
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Before that, he was a football coach, and before that he played linebacker—although, he says, “that was three knee operations and a hundred pounds ago.”
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And yet Harrington’s career consisted of a failed stint with the Detroit Lions and a slide into obscurity. Shonka looked back at the screen, where the young man he felt might be the best quarterback in the country was marching his team up and down the field. “How will that ability translate to the National Football League?” He shook his head slowly. “Shoot.”
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feedback—a direct, personal response by a teacher to a specific statement by a student—seems to be most closely linked to academic success.
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High-quality feedback is where there is a back-and-forth exchange to get a deeper understanding.
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the difference between good teachers and poor teachers turns out to be vast.
Eric Hanushek, an economist at Stanford, estimates that the students of a very bad teacher will learn, on average, half a year’s worth of material in one school year.
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your child is actually better off in a “bad” school with an excellent teacher than in an excellent school with a bad teacher.
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Mark Gomezgreat for both football coaches and teachers... lucky me!!
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A teacher is not solely responsible for how much is learned in a classroom, and not everything of value that a teacher imparts to his or her students can be captured on a standardized test
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Mark Gomez on 2009-01-06
although very true, sometimes the truth is the best excuse not to change... and i feel a lot of teachers use these two truths to escape the responsibility they share for their students academic performance.
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no one knows what a person with the potential to be a great teacher looks like.
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Mark Gomez on 2009-01-06
uhm... hello, i think this is not the root of the problem. i have seen many a great teachers with huge potential, just like the quarterbacks.
perhaps we should take a look at how these great rookies are supported once they are in a program (school or team) and how there potential is maximized.
i have seen great teachers leave because they are not supported in ways that help them unleash their potential or continue to develop it...
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Ms. RowleyAnnals of Education: Reporting & Essays: The New Yorker
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Educational-reform efforts typically start with a push for higher standards for teachers—that is, for the academic and cognitive requirements for entering the profession to be as stiff as possible. But after you’ve watched Pianta’s tapes, and seen how complex the elements of effective teaching are, this emphasis on book smarts suddenly seems peculiar.
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Patrick HigginsGreat piece from Gladwell on relating teaching to NFL Quarterbacks.
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Susan DineenDo Degrees Matter? Consensus: not much!
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Eric Hanushek, an economist at Stanford, estimates that the students of a very bad teacher will learn, on average, half a year’s worth of material in one school year. The students in the class of a very good teacher will learn a year and a half’s worth of material. That difference amounts to a year’s worth of learning in a single year. Teacher effects dwarf school effects: your child is actually better off in a “bad” school with an excellent teacher than in an excellent school with a bad teacher. Teacher effects are also much stronger than class-size effects. You’d have to cut the average class almost in half to get the same boost that you’d get if you switched from an average teacher to a teacher in the eighty-fifth percentile. And remember that a good teacher costs as much as an average one, whereas halving class size would require that you build twice as many classrooms and hire twice as many teachers.
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Lani SteeleEffects of good and bad teachers. New Yorker, Dec. 08
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Andrew DeVigal"How do we hire when we can’t tell who’s right for the job?"
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Todd SuomelaEducational-reform efforts typically start with a push for higher standards for teachers-that is, for the academic and cognitive requirements for entering the profession to be as stiff as possible. But after you've watched Pianta's tapes, and seen how complex the elements of effective teaching are, this emphasis on book smarts suddenly seems peculiar.
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Michelle KrillGood teachers are important. How can we tell which ones will be good ones?
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Patti PortoMost Likely to Succeed
How do we hire when we can’t tell who’s right for the job -
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“regard for student perspective”; that is, a teacher’s knack for allowing students some flexibility in how they become engaged in the classroom
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Laura Lo FortiHow do we hire when we can’t tell who’s right for the job?
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Karen Richardson on 2008-12-16
Actually, the more pressing problem is KEEPING the teachers, especially the good ones since they are more likely to be frustrated by the flawed system and leave to do something else.
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Karen Richardson on 2008-12-16
Crude is the right word but it's all we've got. Unfortunately, this isn't usually how the testing works...teachers are judged by end of the year scores only from one year to the next so it's different groups of kids.
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Will RichardsonEric Hanushek, an economist at Stanford, estimates that the students of a very bad teacher will learn, on average, half a year’s worth of material in one school year. The students in the class of a very good teacher will learn a year and a half’s worth of
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Kevin LimEffective teachers have a gift for noticing—what one researcher calls “withitness.”
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nothing matters more than finding people with the potential to be great teachers
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“regard for student perspective”; that is, a teacher’s knack for allowing students some flexibility in how they become engaged in the classroom. Pianta stopped and rewound the tape twice, until what the teacher had managed to achieve became plain: the children were active, but somehow the class hadn’t become a free-for-all.
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whether it helps to have a teacher who has earned a teaching certification or a master’s degree. Both are expensive, time-consuming credentials that almost every district expects teachers to acquire; neither makes a difference in the classroom
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John Short"Academic performance of kids in U.S. schools would be enhanced by getting rid of the worst 10% of teachers. How do you know who they are?" -Aldaily
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Test scores, graduate degrees, and certifications—as much as they appear related to teaching prowess—turn out to be about as useful in predicting success as having a quarterback throw footballs into a bunch of garbage cans.
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Jenn Broekman on 2008-12-13
And yet NCLB makes the certifications mandatory. Not that I think you can effectively teach high school content without a thorough grasp of the content and at least as thorough a grasp of basic pedagogy, but transcripts don't do a great job of measuring those...
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Charlie Brooks on 2009-01-07
What about certifications like CTT+ that are behavior-based? And are there any predictors for success in distance learning?
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It needs an apprenticeship system that allows candidates to be rigorously evaluated.
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Jenn Broekman on 2008-12-13
YES!
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This is the quarterback problem. There are certain jobs where almost nothing you can learn about candidates before they start predicts how they’ll do once they’re hired.
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ne of the most important tools in contemporary educational research is “value added” analysis. It uses standardized test scores to look at how much the academic performa
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ne of the most important tools in contemporary educational research is “value added” analysis. It uses standardized test scores to look at how much the academic performa
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Michael Scott on 2008-12-12
Exactly,,, this is why data we have about reading and math instruction should be used to find out who our really good teachers are. It's why I take the time to look at the data. You can't observe these people frequently enough to know, but if they work for us for a number of years, we sure can find out who is effective.
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edtechtalkMalcolm Gladwell talks teacher.
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Peggy GeorgeMost Likely to Succeed
How do we hire when we can’t tell who’s right for the job?
by Malcolm Gladwell
Effective teachers have a gift for noticing—what one researcher calls “withitness.” What does it say about a society that it devotes more care and patience to the selection of those who handle its money than of those who handle its children? -
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Teacher effects dwarf school effects: your child is actually better off in a “bad” school with an excellent teacher than in an excellent school with a bad teacher. Teacher effects are also much stronger than class-size effects. You’d have to cut the average class almost in half to get the same boost that you’d get if you switched from an average teacher to a teacher in the eighty-fifth percentile.
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After years of worrying about issues like school funding levels, class size, and curriculum design, many reformers have come to the conclusion that nothing matters more than finding people with the potential to be great teachers.
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A group of researchers—Thomas J. Kane, an economist at Harvard’s school of
education; Douglas Staiger, an economist at Dartmouth; and Robert Gordon, a
policy analyst at the Center for American Progress—have investigated whether it
helps to have a teacher who has earned a teaching certification or a master’s
degree. Both are expensive, time-consuming credentials that almost every
district expects teachers to acquire; neither makes a difference in the
classroom. Test scores, graduate degrees, and certifications—as much as they
appear related to teaching prowess—turn out to be about as useful in predicting
success as having a quarterback throw footballs into a bunch of garbage cans.
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dr techInteresting how do you employ the best when you cannot find out who is the best at a job until they are employed?
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According to Hanushek, the U.S. could close that gap simply by replacing the bottom six per cent to ten per cent of public-school teachers with teachers of average quality. After years of worrying about issues like school funding levels, class size, and curriculum design, many reformers have come to the conclusion that nothing matters more than finding people with the potential to be great teachers.
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A group of researchers—Thomas J. Kane, an economist at Harvard’s school of education; Douglas Staiger, an economist at Dartmouth; and Robert Gordon, a policy analyst at the Center for American Progress—have investigated whether it helps to have a teacher who has earned a teaching certification or a master’s degree. Both are expensive, time-consuming credentials that almost every district expects teachers to acquire; neither makes a difference in the classroom.
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One of the most important tools in contemporary educational research is “value added” analysis. It uses standardized test scores to look at how much the academic performance of students in a given teacher’s classroom changes between the beginning and the end of the school year. Suppose that Mrs. Brown and Mr. Smith both teach a classroom of third graders who score at the fiftieth percentile on math and reading tests on the first day of school, in September. When the students are retested, in June, Mrs. Brown’s class scores at the seventieth percentile, while Mr. Smith’s students have fallen to the fortieth percentile. That change in the students’ rankings, value-added theory says, is a meaningful indicator of how much more effective Mrs. Brown is as a teacher than Mr. Smith.
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Eric Hanushek, an economist at Stanford, estimates that the students of a very bad teacher will learn, on average, half a year’s worth of material in one school year. The students in the class of a very good teacher will learn a year and a half’s worth of material. That difference amounts to a year’s worth of learning in a single year. Teacher effects dwarf school effects: your child is actually better off in a “bad” school with an excellent teacher than in an excellent school with a bad teacher. Teacher effects are also much stronger than class-size effects. You’d have to cut the average class almost in half to get the same boost that you’d get if you switched from an average teacher to a teacher in the eighty-fifth percentile. And remember that a good teacher costs as much as an average one, whereas halving class size would require that you build twice as many classrooms and hire twice as many teachers.
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Sarah CannonIn teaching, the implications are ... suggest that we shouldn’t be raising standards. We should be lowering them, because there is no point in raising standards if standards don’t track with what we care about. Teaching should be open to anyone with a pul
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Katie DayHow do we hire when we can’t tell who’s right for the job?
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This is the quarterback problem. There are certain jobs where almost nothing you can learn about candidates before they start predicts how they’ll do once they’re hired. So how do we know whom to choose in cases like that? In recent years, a number of fields have begun to wrestle with this problem, but none with such profound social consequences as the profession of teaching.
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One of the most important tools in contemporary educational research is “value added” analysis. It uses standardized test scores to look at how much the academic performance of students in a given teacher’s classroom changes between the beginning and the end of the school year.
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Sarah HanawaldFun read from Gladwell that also provokes. What a great writer/thinker he is!
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Daniel RiveraGood teachers matter more than any other factor in deterimining student success.
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Lance Sy"A prediction, in a field where prediction is not possible, is no more than a prejudice."
Public Stiky Notes
perhaps we should take a look at how these great rookies are supported once they are in a program (school or team) and how there potential is maximized.
i have seen great teachers leave because they are not supported in ways that help them unleash their potential or continue to develop it...
Having thousands of applicants actually makes them more money than being selective about who they hire.
i have watched enough kung fu movies in my time that i refuse to believe that with enough conscious and explicit training, something like "withitness" couldn't be taught...
it might look ridiculous and funny at the outset, but why couldn't new teachers get practice with the different types of class management techniques and develop more people (student) friendly skills?
http://www.ed4change.com/?p=81
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