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Data Collection Framework
View 1: The Big Picture
Guiding Questions
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How do teachers in the district as a whole rate
on the following measures?
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How have these measures changed over time in the
district?
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Possible
Indicators of Teacher Characteristics
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Measures of academic competence
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Scores on a test of verbal ability
Scores on the state licensing exam
Completion of a major in one's primary
or other assignments
Possession of a master's degree or higher
(disaggregated by type of master's degree earned)
Scores on tests of subject matter knowledge
Graduate coursework completed
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Measures of
practical
competence
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Possession of NBPTS certification
Scores on tests of professional/pedagogical knowledge
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Measures of professional achievement
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Possession of appropriate certification
in one's primary and other assignments
Possession of alternative certification
in one's primary and other assignments
Level attained on a state/district/school instituted "career
ladder"
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Measures of performance
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Value-added: teachers' contributions to
students' academic gains
Results of evaluations (by supervisors; peers;
parents; students; graduates/former students) that
capture teacher behavior in the classroom
Receipt of awards, fellowships, and/or grants
School and/or district leadership positions
Absenteeism
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Other measures
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Race
Gender
Years of experience in teaching
Years until retirement age
Salary
Mobility within and out of district
Years of experience in current school
Teacher satisfaction with parent support, school
environment, etc.
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Important Note: View One indicators
are measures of teachers' characteristics, not necessarily
of the quality of teachers. While research links some
of these indicators to student achievement, the evidence
is mixed or non-existent for others. The indicators
in View One were chosen either because some research
supports a connection between the indicator and student
achievement or because community members
are likely to be interested in learning more about
a particular characteristic, its distribution, and
its change over time.
Proceed to View 2:
Distribution: How Are These Characteristics Distributed
to Different Kinds of Schools, Students, and Programs? |
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You may also download a
Microsoft Word version of the entire data-collection
framework document.
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