{"id":862,"date":"2018-03-22T12:40:02","date_gmt":"2018-03-22T19:40:02","guid":{"rendered":"https:\/\/www.winginstitute.org\/news\/?p=862"},"modified":"2018-03-22T12:40:02","modified_gmt":"2018-03-22T19:40:02","slug":"search-continues-improving-educator-effectiveness","status":"publish","type":"post","link":"https:\/\/www.winginstitute.org\/news\/search-continues-improving-educator-effectiveness\/","title":{"rendered":"The Search Continues for Improving Educator Effectiveness"},"content":{"rendered":"<p><strong>Promoting Educator Effectiveness: The Effects of Two Key Strategies<\/strong><\/p>\n<p>The National Center for Education Evaluation, a division of the Institute of Education Sciences has released a new research brief that evaluated two strategies for improving educator effectiveness as measured by improvements in student outcomes.\u00a0 The two strategies evaluated were performance feedback to educators about several dimensions of their performance for a period of two years and a pay-for-performance system that was in place for four years.\u00a0 In the performance feedback project teachers were given feedback four times per year on their classroom practices and principals received feedback two times per year.\u00a0 The impact on student outcomes were small.\u00a0 After the first year, there was a statistically significant difference between students in math but not in reading in the feedback schools compared to the schools that served as the control group as measured by end of year scores.\u00a0 At the end of the second year there were no statistically significant effects for either reading or math.\u00a0 The net gain in math achievement for the students in the feedback schools was about 4 weeks compared to the control group.<\/p>\n<p>The pay-for-performance study teachers were eligible for performance bonuses based on their ratings across multiple dimensions of their performance.\u00a0 The students in the pay-for-performance schools outperformed the students in the control group schools in both math and reading.\u00a0 Statistically significant scores were obtained in reading beginning the first year and each subsequent year through the third year.\u00a0 Students math scores in the pay-for-performance schools achieved statistically significant scores only at the end of the third year.\u00a0 There was no additional benefit in reading or math for pay-for-performance in the fourth year.\u00a0 The overall benefit of the gains by the students in the pay-for-performance schools was estimated to be 3-4 weeks.\u00a0 Again, this is a relatively small impact. It was noted that the quality of implementation may have reduced the impact of the two projects.\u00a0 Across both studies, there were discrepancies between how the programs were intended to be implemented and how they were actually implemented.\u00a0\u00a0 Further limitations of the studies are that the performance feedback for teachers was only four times per year.\u00a0 This is generally considered to be far too infrequent to have meaningful impact.\u00a0 In the pay-for-performance study, 40% of the teachers reported that they were not aware they were eligible for bonuses, limiting the motivational properties of the bonus system.\u00a0 Given these results it is clear that we must continue searching for effective approaches to improving educator performance and ways to assure high quality implementation.<\/p>\n<p><strong>Citation<\/strong>: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences (March 2018).\u00a0 <em>Promoting Educator Effectiveness: The Effects of Two Key Strategies<\/em>.<\/p>\n<p><strong>Link:<\/strong> <a href=\"https:\/\/ies.ed.gov\/ncee\/pubs\/20184009\/index.asp\">https:\/\/ies.ed.gov\/ncee\/pubs\/20184009\/index.asp<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"Promoting Educator Effectiveness: The Effects of Two Key Strategies The National Center for Education Evaluation, a division of the Institute of Education Sciences has released a new research brief that evaluated two strategies for improving educator effectiveness as measured by improvements in student outcomes.\u00a0 The two strategies evaluated were performance feedback to educators about several&#8230; <a class=\"view-article\" href=\"https:\/\/www.winginstitute.org\/news\/search-continues-improving-educator-effectiveness\/\">View Article<\/a>","protected":false},"author":2,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[18,9,7],"tags":[],"class_list":["post-862","post","type-post","status-publish","format-standard","hentry","category-education-outcomes","category-effective-instruction","category-quality-teachers"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v26.9 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>The Search Continues for Improving Educator Effectiveness - Wing Institute news section<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.winginstitute.org\/news\/search-continues-improving-educator-effectiveness\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"The Search Continues for Improving Educator Effectiveness - Wing Institute news section\" \/>\n<meta property=\"og:description\" content=\"Promoting Educator Effectiveness: The Effects of Two Key Strategies The National Center for Education Evaluation, a division of the Institute of Education Sciences has released a new research brief that evaluated two strategies for improving educator effectiveness as measured by improvements in student outcomes.\u00a0 The two strategies evaluated were performance feedback to educators about several... 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