Contribution to Book
Optimizing Resources to Maximize Student Gains
Designing Teacher Evaluation Systems: New Guidance from the Measures of Effective Teaching Project
(2015)
Abstract
This chapter presents a study in which data were simulated to investigate the effects on student learning of two interventions: professional development (PD) and student‐teacher assignment. The study describes the assumptions made as the basis of the simulation. The costs of teacher professional development are not trivial and provide a context for interpreting estimates of the impacts derived from the simulations presented in the chapter. The PD intervention for the study was structured based on a fixed budget, so that the number of teachers receiving the PD was limited by the cost of the PD and the financial resources available. The assignment intervention was designed using either random assignment or the best alignment of students and teacher on content knowledge, on instructional and learning styles, or both. The best results were observed when students and teachers were matched on content knowledge or on instructional and learning styles.
Keywords
- financial resources,
- student content knowledge simulation,
- student learning,
- student‐teacher assignment interventions,
- teacher content knowledge simulation,
- teacher instructional practice simulation,
- teacher professional development
Disciplines
Publication Date
September 16, 2015
Editor
Thomas J. Kane Kerri A. Kerr Robert C. Pianta
Publisher
John Wiley & Sons, Inc.
ISBN
9781118834350
DOI
10.1002/9781119210856.ch16
Citation Information
Catherine A. McClellan, John R. Donoghue and Robert Pianta. "Optimizing Resources to Maximize Student Gains" Designing Teacher Evaluation Systems: New Guidance from the Measures of Effective Teaching Project (2015) p. 529 - 582 Available at: http://works.bepress.com/catherine-mcclellan/5/