The Instructional Challenge in Improving Teaching Quality: Lessons from a Classroom Observation Protocol
The Instructional Challenge in Improving Teaching Quality: Lessons from a Classroom Observation Protocol
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DOI：
10.1177/016146811411600607
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发表时间：
2014-06
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影响因子：
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通讯作者：
D. Gitomer;Courtney A. Bell;Yi Qi;D. McCaffrey;B. Hamre;R. Pianta
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作者：
D. Gitomer;Courtney A. Bell;Yi Qi;D. McCaffrey;B. Hamre;R. Pianta
背景/背景教师评价是一项重大政策举措，旨在提高课堂教学质量。这项研究记录了一个根本性的挑战，利用教师评价，以改善教学和学习。目的使用观察工具（CLASS-S），我们评估证据的不同方面的教学实践中代数教室考虑有多少分数变化，以及如何观察员能够判断实践，以及如何教师能够评估自己的做法。参与者本研究包括82代数我在初中和高中教师。5名观察员完成了几乎所有的观察。研究设计每个教室观察4-5倍，在学年。对每个观察结果进行编码，并通过现场和视频进行评分。所有的视频都是由两个独立的观察者编码的，36%的现场观察也是如此。观察员为10个维度中的每一个打分。观察员的分数也进行了比较与主编码器的一个子集的视频。参与的教师还完成了一个自我报告工具（CLASS-T），以评估自己的技能的CLASS-S的维度。数据收集和分析对于每节课，数据被汇总为三个领域的分数，情感支持，课堂组织和教学支持，然后平均跨课程，以创建每个教室的分数。结果/结果课堂观察分数下降的协议的高范围。情绪支持的得分处于中等水平，最低的得分是指导支持。每个领域的得分集中在狭窄的范围内。观察员更一致，随着时间的推移，同意更多的判断课堂组织比其他两个领域。教师对自己的长处和短处的评价与课堂组织的观察分数呈正相关，与教学支持的观察分数无关。结论/建议本研究确定了教师评价政策的一个关键挑战，如果它是为了改善教学和学习。观察协议中最需要改进的教学和学习方面是观察者最难达成一致的方面，而教师和外部观察者的看法也最不同。可靠性是对重要结构的共同理解的标志，观察协议旨在提供一种共同的语言和结构，以告知教学实践。这项研究表明，有必要把我们的努力集中在教学和互动方面的教室，通过分享对话和清晰的图像是什么教学质量看起来像。
Background/Context Teacher evaluation is a major policy initiative intended to improve the quality of classroom instruction. This study documents a fundamental challenge to using teacher evaluation to improve teaching and learning. Purpose Using an observation instrument (CLASS-S), we evaluate evidence on different aspects of instructional practice in algebra classrooms to consider how much scores vary, how well observers are able to judge practice, and how well teachers are able to evaluate their own practice. Participants The study includes 82 Algebra I teachers in middle and high schools. Five observers completed almost all observations. Research Design Each classroom was observed 4–5 times over the school year. Each observation was coded and scored live and by video. All videos were coded by two independent observers, as were 36% of the live observations. Observers assigned scores to each of 10 dimensions. Observer scores were also compared with master coders for a subset of videos. Participating teachers also completed a self-report instrument (CLASS-T) to assess their own skills on dimensions of CLASS-S. Data Collection and Analysis For each lesson, data were aggregated into three domain scores, Emotional Support, Classroom Organization, and Instructional Support, and then averaged across lessons to create scores for each classroom. Findings/Results Classroom Observation scores fell in the high range of the protocol. Scores for Emotional Support were in the midlevel range, and the lowest scores were for Instructional Support. Scores for each domain were clustered in narrow ranges. Observers were more consistent over time and agreed more when judging Classroom Organization than the other two domains. Teacher ratings of their own strengths and weaknesses were positively related to observation scores for Classroom Organization and unrelated to observation scores for Instructional Support. Conclusions/Recommendations This study identifies a critical challenge for teacher evaluation policy if it is to improve teaching and learning. Aspects of teaching and learning in the observation protocol that appear most in need of improvement are those that are the hardest for observers to agree on, and teachers and external observers view most differently. Reliability is a marker of common understanding about important constructs and observation protocols are intended to provide a common language and structure to inform teaching practice. This study suggests the need to focus our efforts on the instructional and interactional aspects of classrooms through shared conversations and clear images of what teaching quality looks like.