Advances in Teacher & School Accountability:
The Value-Added Approach
Three-part webinar series
Join us for this free, three-part webinar series in which researchers, state and district leaders, and practitioners discuss new approaches to using student achievement data for accountability and evaluation. The series focuses on value-added modeling; it comes at a pivotal time as states and districts across the Southeast are searching for ways to better measure teacher quality and effectiveness. The series will provide participants with:
- An overview of the research on value-added modeling as a policy instrument,
- A review of the particular challenges and opportunities value-added modeling presents as a statistical approach to measuring teacher effectiveness, and
- A look at one large urban school district’s teacher evaluation model.
Policy Alternatives for Measuring Teacher Effectiveness
Tuesday, October 19, 2010 - 2:00 - 3:30 PM ET
Join us for the first installment of our three-part webinar series on value-added modeling (VAM) as Dr. Douglas Harris provides an overview of VAM as a policy option. He will focus on: (1) defining VAMs and their application to accountability and teacher evaluation, (2) comparing VAM estimates to other measures such as teacher credential strategies and classroom observations, and (3) describing the advantages and challenges of VAM. Educators and practitioners will leave the webinar with a better understanding of the connections between VAMs and other approaches to teacher evaluation, the potential of VAMs as a policy alternative, and the challenges involved in utilizing VAMs.
Value-Added Measures of Educator Performance: Clearing Away the Smoke and Mirrors
Dr. Douglas N. Harris is an economist and Associate Professor of Educational Policy and Public Affairs at the University of Wisconsin at Madison. His research explores the efficiency and equity of K-12 and higher education programs. He is the author of the forthcoming book, Value-Added Measures of Educator Performance: Clearing Away the Smoke and Mirrors (Harvard Education Press, 2011). In 2008, he chaired the 2008 National Conferences on Value-Added in Madison and Washington, DC. In his current work (with Eric Camburn), Dr. Harris is examining the trade-offs involved when estimating and using value-added performance for whole schools compared with individual teachers and principals, as well as teacher teams. His research on value-added has been published in the academic journals such as the Journal of Policy and Management and the Journal of Public Economics. He is also involved in current policy debates as an advisor to state and national policymakers and commentator in the national media, including the New York Times, Washington Post, Wall Street Journal, and CNN. Previously, he was a school board member of the Florida State University School, a K-12 school in Tallahassee, FL. He received his Ph.D. in Economics from Michigan State University.
presentation. Watch the video archive
of this webinar (Windows media player). Dr. Harris' response to audience questions
Harris, D. N., & Sass, T. R. (2009). What makes for a good teacher and who can tell? (CALDER Working Paper 30). Washington, DC: National Center for Analysis of Longitudinal Data in Education Research.
National Conference on Value-Added Modeling: April 22-24, 2008 at the University of Wisconsin at Madison; all session papers and select PowerPoint presentations are located on the conference website.
SERVE Center introductory presentation.
List of additional related resources.
An Overview of Value-Added Methodological Challenges and Opportunities
Thursday, November 11, 2010 - 2:00 - 3:30 PM ET
Join us for the second installment of our three-part webinar series on value-added modeling (VAM) as Dr. Henry Braun discusses the challenges facing VAM as a measure of teacher effectiveness. This session will maximize the time for Q&A with Dr. Braun to address your specific questions. Participants will obtain a better grasp of the various issues and challenges involved, including the limitations of the assessments used, data requirements, and the overall reliability of VAM estimates when used as a component in teacher evaluation systems.
Challenges to Incorporating Student Achievement in Measures of Teacher Effectiveness: An Overview of Value-added
Dr. Henry Braun is the Boisi Professor of Education and Public Policy, and the Director of the Center for the Study of Testing, Evaluation, and Education Policy at Boston College. Prior to his tenure at Boston College, Dr. Braun had a distinguished career at the Educational Testing Service (ETS) where he was a senior researcher, vice president for research management, and managing director of ETS literacy services. His areas of expertise and interests include testing and education policy, large-scale assessment surveys, achievement gaps, value-added modeling, standard setting, and higher education outcomes. Dr. Braun holds a Ph.D. in mathematical statistics from Stanford University. He has authored and edited numerous publications including Getting Value Out of Value-Added (see the Resources section), summarizing the findings of The National Academies 2008 Workshop on Value-Added Methodology for Instructional Improvement, Program Evaluation, and Education Accountability (chaired by Dr. Braun).
SERVE Center introductory presentation
Braun, H. I. (2005). Using student progress to evaluate teachers: A primer on value-added models. Princeton, NJ: Educational Testing Service.
Braun, H., Chudowsky, N., & Koenig, J. (Eds.). (2010). Getting value out of value-added: Report of a workshop. Washington, DC: National Academies Press.
The National Academies, Board on Testing and Assessment and The National Academy of Education, Committee on Value-Added Methodology for Instructional Improvement, Program Evaluation, and Accountability: A Workshop, November 13-14, 2008 at the National Academies, Washington, DC; all session papers and some PowerPoint slides are available on the conference website.
List of additional resources.
View information below for accessing the webinar.
Using Student Achievement in Teacher Evaluation: Research and Practice Teacher Evaluation in the Cincinnati Public Schools
Monday, November 29, 2010 - 2:00 - 3:30 PM ET
Register for this webinar.
Join us for the third and final installment of our three-part webinar series on value-added modeling (VAM) as Dr. John Tyler and Ms. Julia Indalecio discuss the findings from a recent study of Cincinnati Public Schools’ teacher evaluation system. Participants in this session will examine a practical example of using student achievement data as a component in a teacher evaluation system and whether the ratings teachers receive from Cincinnati’s evaluation system are associated with gains in their students’ test scores.
Dr. John Tyler is associate professor of education, public policy, and economics at Brown University. Currently he holds joint appointments at Brown in: the Department of Education, the Department of Economics, and the Taubman Center for Public Policy and American Institutions. His research interests include examining relationships between education and the labor market, exploring school reform issues, and evaluating the impact of public policies. His recent research has focused on teacher evaluation and teacher use of student test data to inform instruction. Dr. Tyler was the co-principal investigator (with Thomas Kane of Harvard) on the study involving the Cincinnati Public Schools’ teacher evaluation system. He holds an Ed.D. from the Harvard Graduate School of Education.
Ms. Julia Indalecio is the Cincinnati Public Schools Teacher Programs Manager in the Department of Human Resources. As part of her work, Julia oversees the administration of the evaluation of all of the 2,300+ teachers in Cincinnati Public Schools. Julia also serves as the co-facilitator for both the Peer Assistance and Evaluation Program and Career in Teaching Program. She has been employed with Cincinnati Public Schools for 23 years as a teacher, teacher leader, and administrator. Julia is National Board Certified in AYA/SS-History (1999, 2009) and is certified as a Professional in Human Resources.
Identifying Effective Classroom Practices Using Student Achievement Data
Watch the archive video from this webinar
(Windows Media Player)
Tyler, J. H., Taylor, E. S., Kane, T. J., & Wooten, A. L. (2010). Identifying effective classroom practices using student achievement data
(Working Paper). Providence, RI: Brown University. List of additional resources
EBE Response #712
provides a national scan of states using or developing value-added assessment/accountability models. EBE Response #500
responds to the question, "what are some effective or well-developed systems to evaluate teacher effectiveness that include student-learning impact data?"
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