Measures of Effective Teaching: 4 - District-Wide Files, 2008-2014

The MET Study addressed several related research questions: How reliable and valid are the specific measures of teaching effectiveness under study? Do the various measures identify distinctive dimensions of teaching effectiveness, and if so, what dimensions are identified? What measures of effective teaching are empirically related to student learning gains? What does effective teaching look like, and how does it compare to less effective teaching? For example, what is the distribution of teacher scores on measures of effective teaching, and how much difference is there in teacher knowledge scores, teaching practice scores, and student outcome scores among teachers at different points in the distribution of measures of effective teaching? Can multiple sources of data on teachers and their teaching be combined to develop a set of fair, valid, and reliable indicators of teaching quality for use in teacher evaluation systems intended to rank teachers for personnel decision making and to promote teachers' professional learning and development?