Travis Dove for The New York Times
Lindsey Cozat, a technology teacher at Croft Community School in Charlotte, N.C., set up a classroom recording device.
By SAM DILLON
Published: December 3, 2010
PRINCETON, N.J. — In most American schools, teachers are evaluated by principals or other administrators who drop in for occasional classroom visits and fill out forms to rate their performance.
Travis Dove for The New York Times
The aim is to capture what happens in the classroom of a fifth-grade teacher, Damien Kingsberry, and to evaluate him.
The result? More than 9 out of 10 teachers get top marks, according to a prominent study last year by the New Teacher Project, a nonprofit group focusing on improving teacher quality.
Now Bill Gates, who in recent years has turned his attention and considerable fortune to improving American education, is investing $335 million through his foundation to overhaul the personnel departments of several big school systems. A big chunk of that money is financing research by dozens of social scientists and thousands of teachers to develop a better system for evaluating classroom instruction.
The effort will have enormous consequences for the movement to hold schools and educators more accountable for student achievement.
Twenty states are overhauling their teacher-evaluation systems, partly to fulfill plans set in motion by a $4 billion federal grant competition, and they are eagerly awaiting the research results.
For teachers, the findings could mean more scrutiny. But they may also provide more specific guidance about what is expected of the teachers in the classroom if new experiments with other measures are adopted — including tests that gauge teachers’ mastery of their subjects, surveys that ask students about the learning environments in their classes and digital videos of teachers’ lessons, scored by experts.
“It’s huge,” said Deborah Loewenberg Ball, dean of the University of Michigan School of Education. “They’re trying to do something nobody’s done before, and do it very quickly.”
The Gates research is by no means the first effort of its kind. Economists have already developed a statistical method called value-added modeling that calculates how much teachers help their students learn, based on changes in test scores from year to year. The method allows districts to rank teachers from best to worst.
Value-added modeling is used in hundreds of districts. But teachers complain that boiling down all they do into a single statistic offers an incomplete picture; they want more measures of their performance taken into account.
The Gates research uses value added as a starting point, but aims to develop other measures that can not only rate teachers but also help educators understand why one is more successful than another.
Researchers and educators involved in the project described it as maddeningly complex in its effort to separate the attributes of good teaching from the idiosyncrasies of individual teachers.
Mr. Gates is tracking the research closely. The use of digital video in particular has caught his attention. In an interview, he cited its potential for evaluating teachers and for helping them learn from talented colleagues.
“Some teachers are extremely good,” Mr. Gates said. “And one of the goals is to say, you know, ‘Let’s go look at those teachers.’ What’s unbelievable is how little the exemplars have been studied. And then saying, ‘O.K., How do you take a math teacher who’s in the third quartile and teach them how to get kids interested — get the kid who’s smart to pay attention, a kid who’s behind to pay attention?’ Teaching a teacher to do that — you have to follow the exemplars.”
The meticulous scoring of videotaped lessons for this project is unfolding on a scale never undertaken in educational research, said Catherine A. McClellan, a director for the Educational Testing Service who is overseeing the process.
By next June, researchers will have about 24,000 videotaped lessons. Because some must be scored using more than one protocol, the research will eventually involve reviewing some 64,000 hours of classroom video. Early next year, Dr. McClellan expects to recruit hundreds of educators and train them to score lessons.
The goal is to help researchers look for possible correlations between certain teaching practices and high student achievement, measured by value-added scores. Thomas J. Kane, a Harvard economist who is leading the research, is scheduled to announce some preliminary results in Washington next Friday. More definitive conclusions are expected in about a year.
The effort has also become a large-scale field trial of using classroom video, to help teachers improve and to evaluate them remotely.
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A version of this article appeared in print on December 4, 2010, on page A1 of the New York edition..Sign In to E-Mail
Gates, Bill
Educational Testing Service
Kane, Thomas J
Education (K-12)
http://www.nytimes.com/2010/12/04/education/04teacher.html?_r=1&partner=rss&emc=rss
