How to measure the impact of a teacher?

billybartley

Given all the factors that account for student performance, how can we account for teacher impact?

doc_17

billybartley wrote: »

Given all the factors that account for student performance, how can we account for teacher impact?

I have a feeling you think you know. Why don't you tell us?

billybartley

The other thread has fizzled out, with some folks saying it is impossible to measure link between teaching and test scores given other confounding factors

I'm curious as to how then do you measure impact?

spurious

Let's not feed the trolls, they are busy tonight, or some of them are.

amacca

billybartley wrote: »

The other thread has fizzled out, with some folks saying it is impossible to measure link between teaching and test scores given other confounding factors

I'm curious as to how then do you measure impact?

using current technology/approaches...you would measure the full impact or not with great difficulty I suspect given the confounding factors in this too

even if you could take a snapshot of the brain how do you know what change is due to the teacher..... neural pathways, electrical activity, psychological development etc etc

If you could measure it definitively and fairly it would end a lot of tedious circular debate but tbh the reason there is all that debate etc is because its not easily measurable/definable

you are running up against an essentially similar problem in this thread as the previous one imo

doc_17

billybartley wrote: »

The other thread has fizzled out, with some folks saying it is impossible to measure link between teaching and test scores given other confounding factors

I'm curious as to how then do you measure impact?

You don't. Not saying you can't, but you shouldn't.

dingding

I would think there are 2 measures, thinking now of third level.

Considering students have different needs and abilities I would think the important attributes are.

1. Have empathy with the students and being aware of the socio-economic differences between students. As an example understanding that students that are from communities where the students are the first generation to attend third level and may not have support networks in their community or role models, infact if these students are successful they become role models for their families and communities.

2. Be able to teach and explain topics appropriate to the level of the students and not using concepts and vocabulary that the students can't understand.

evolving_doors

Well measurement is a funny old divil. You may find that teachers dont engage in this 'notion' as they know the real agenda to the question is... trying to tie in teacher productivity (wages) with students results etc...

the old chestnut of..

Teacher X in 'deprived; area gets 3 students in a class to achieve a C in their leaving cert...(none of the others turn up for the exam).
Teacher Y in a 'well to do' school has Half of the class getting an A and the rest B's and C's
Teacher Z in middlle class area has mixed bag of results.

By using results can you measure teacher impact?

This recent Irish/Uk research report here from the NCCA might help you to understand the problems associated with measuring student performance in the first place...(not to mention teacher impact!). It's in the area of special education but it addresses the issues surrounding measuring outcomes.

Measuring Educational Engagement, Progress and Outcomes

How would you measure teacher impact OP?
Ratemyteacher???
League tables.
Continuous paperwork on AFL for every student like in the UK. Basically a tick box numbers game IMO.

evolving_doors

dingding wrote: »

I would think there are 2 measures, thinking now of third level.

Considering students have different needs and abilities I would think the important attributes are.

1. Have empathy with the students and being aware of the socio-economic differences between students. As an example understanding that students that are from communities where the students are the first generation to attend third level and may not have support networks in their community or role models, infact if these students are successful they become role models for their families and communities.

2. Be able to teach and explain topics appropriate to the level of the students and not using concepts and vocabulary that the students can't understand.

Sorry but I think that in third level the word is Lecturing and not teaching...big difference.. hence the title of this forum!!
Those two points above are more relevant to second/primary level.