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She’s earned accreditation from the National Association for Family Child Care, an organization in which she is now involved as a state representative. She revamped her program to offer an extensive outdoor classroom. And her center has reached the highest level of quality in Maine’s quality rating and improvement system, or QRIS, a voluntary program that is meant to encourage child care providers to meet high standards and, not incidentally, provide parents a way to find programs that are exceeding the state’s basic licensing requirements.\u003c/p>\n\u003cp>But the family child care landscape has changed in Maine over the years. There are fewer than 800 care providers in the state now, Shunk said, and with the intense need for child care, those few don’t have any problem attracting clients. Shunk said the dwindling competition has made it harder for parents to find care, and has removed an incentive for providers to pursue quality.\u003c/p>\n\u003cp>Shunk says more providers must be brought into the industry and given the resources and incentives to improve. That takes time, but is a worthwhile policy goal, she said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“When you’re entry-level, you are prioritizing the health and safety of the children, but there are different components that you can build upon,” Shunk said. “Just because a program is a level one doesn’t mean you shouldn’t send your child there,” she said, referring to the first step on her state’s child care ranking system. But hopefully, entry-level providers can develop plans to continue their growth, she said.\u003c/p>\n\u003cfigure id=\"attachment_59035\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59035\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Samuels-QRIS4-and-FEAT-scaled-e1643874495235.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Sasha Shunk spends story time with the children in her home-based child care program in Portland, Maine. \u003ccite>(Courtesy Sasha Shunk)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The need for increased child care access and quality have never been more important, and the child care industry has never been more fragile. The Biden administration’s signature domestic bill, Build Back Better, was the latest attempt by the federal government to increase both the number of child care providers and to ensure those providers offer safe and nurturing environments. But the bill was benched indefinitely in late December, when Sen. Joe Manchin, a Democrat from West Virginia, raised concerns about the overall cost of the legislation.\u003c/p>\n\u003cp>Now, child care advocates hope the fractures exposed by the pandemic will focus public attention on creating some kind of government support for improving a child care system that is currently on the ropes.\u003c/p>\n\u003cp>“What we have is breaking us,” said Mary Beth Testa, a policy consultant with the National Association for Family Child Care. “Leaving things as they are is not the answer.”\u003c/p>\n\u003cp>Testa’s organization had been particularly enthusiastic about provisions in the bill that would have greatly expanded the number of children eligible for child care subsidies, and that would have required states to base those subsidies on the cost of providing high-quality care. Currently, most states link subsidies to the market rate of child care in a given community, but the market rate can be much lower than the actual cost of a high-quality program.\u003c/p>\n\u003cp>An increase in funding is necessary because quality improvement efforts have long been grossly underfunded, said Susan Hibbard, the executive director of the BUILD Initiative, a national organization that helps states create systems to measure child care quality. Without sufficient funds, some programs have not been able to survive. For example, in 2017 Mississippi \u003ca href=\"https://hechingerreport.org/mississippi-defies-national-trend-decreases-scrutiny-early-child-care-quality/\">discontinued its QRIS program\u003c/a>, citing financial reasons. State QRIS can often end up funneling limited resources to child care programs that are already doing well, Hibbard said, rather than investing in programs that need support to improve.\u003c/p>\n\u003cp>“You do want to give the three-star centers enough money to be able to maintain their quality,” Hibbard said, referring to centers that meet state measures of high quality. “But you also need to have something for all the smaller programs. That’s more important, and that needs to be the first thought.”\u003c/p>\n\u003cfigure id=\"attachment_59038\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59038\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Samuels-QRIS3-scaled-e1643874264733.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Children work on an art project at Sasha Shunk’s daycare in Portland, Maine. Shunk is licensed to care for 12 children and has about 40 more on a waitlist. \u003ccite>(Courtesy Sasha Shunk)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Some states are still energized around the issue of how to appropriately measure and motivate high-quality child care, even without the backing of a bill like Build Back Better, said Terri Sabol, an assistant professor of human development and social policy at Northwestern University. “We see states that even without federal funding seem to want to invest in this,” said Sabol, who studies the factors that lead to healthy child development. “Yes, it would be awesome if there were this federal system that supported it, but absent that there’s great appetite for figuring out how to measure quality.”\u003c/p>\n\u003cp>And yet, quality has proven incredibly challenging to measure in a sector that includes everything from a single provider caring for a few children in her home to for-profit entities with dozens of employees. It’s also difficult to nudge providers who are already operating on razor-thin margins to make extensive — and sometimes expensive — changes in their operations. One incentive used in some states is to give a larger child care subsidy to higher-rated centers. But not all providers take public dollars.\u003c/p>\n\u003cp>“It was very hard for centers to be responsive to any pressures to improve without any resources to put into it,” said Daphna Bassok, an associate professor of education and public policy at the University of Virginia, and a researcher in child care quality measurements.\u003c/p>\n\u003cp>“There’s a massive amount of instability in child care right now,” Bassok said. The focus from providers is “on a very baseline level of quality — how do I get enough teachers in this classroom every day?”\u003c/p>\n\u003cfigure id=\"attachment_59036\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59036\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Samuels-QRIS-6-e1643874480427.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">A child care classroom in Jackson, Mississippi. Mississippi ended its quality rating and improvement system in 2017, citing costs. Early childhood advocates say that more money is needed to give providers an incentive to make quality improvements. \u003ccite>(Jackie Mader/The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>State and federal government have tried many ways to incentivize quality. What child care advocates liked about Build Back Better is that it included generous federal incentives to increase the number of providers, encourage providers to make quality improvements, and pay for center renovations and repairs.\u003c/p>\n\u003cp>The bill also would have required that child care workers be paid enough to \u003ca href=\"https://hechingerreport.org/its-unconscionable-we-depend-on-child-care-workers-to-provide-high-quality-care-to-our-children-but-many-of-those-workers-cant-afford-food-and-rent/\">lift them above the federal poverty line\u003c/a>. Child care workers earn less than $14 an hour, on average.\u003c/p>\n\u003cp>But Build Back Better did not require states to start from scratch when it came to measuring child care quality. States were expected to build on the framework that most of them already have, the QRIS. Nearly every state has a quality system, such as “Great Start to Quality” in Michigan, “Capital Quality” in the District of Columbia, Texas’ eponymous “Texas Rising Star” system, and the “Quality for ME” program in Maine, in which Shunk participates.\u003c/p>\n\u003cp>Many QRIS frameworks measure quality by combining scores on several different measures, such as teacher-child interactions, staff training, teacher-student ratios and family involvement. The framework then boils all those measures down into a simple four- or five-point scale. A center that meets minimum standards would earn a 1. A 4 or 5 rating indicates a top provider.\u003c/p>\n\u003cp>But research has found that while there might be notable differences between a minimally qualified provider and one of the best, it was hard to see meaningful distinctions between centers in the middle — those that might receive a 2 or 3 on a 5-point scale. A \u003ca href=\"http://osu-wams-blogs-uploads.s3.amazonaws.com/blogs.dir/2524/files/2016/01/QRISStudy1report_FINAL_noappendices_FINAL.pdf\">2017 study of Oregon’s QRIS\u003c/a> — which has since been revamped — reported that even though providers were ranked on a 5-star scale, there was no difference in observed quality “between programs rated 1 vs 2, or between programs rated 3 vs 4 or 5, or between programs rated 5 vs those rated 3 or 4.”\u003c/p>\n\u003cp>A bigger problem arose as researchers started to look even more closely at child outcomes. The provider ratings based on these composite scores weren’t predicting how well a child was prepared for school.\u003c/p>\n\u003cp>In 2013, Sabol was the lead author on \u003ca href=\"https://psycnet.apa.org/record/2014-01201-001\">one of the first research papers\u003c/a> to raise concerns about rating systems that attempted to boil several measures down to one score. A single measure — teacher-child interactions — was more predictive of good child outcomes than the composite scores.\u003c/p>\n\u003cp>More studies followed, with similar results. \u003ca href=\"https://files.eric.ed.gov/fulltext/ED594510.pdf\">A 2019 report\u003c/a>, prepared at the request of the U.S. Department of Education, looked at nine states that had conducted their own research on how they were measuring child care quality. That report also found that children who attended higher-rated programs did not have better developmental outcomes than those who attended lower-rated ones.\u003c/p>\n\u003cp>Measuring quality is still essential, Sabol said. But, she added, “those findings really highlighted the need for a more slimmed-down approach that really focuses on the key elements of quality that matter for the development of young children” — how providers teach, talk with and play with the children in their care.\u003c/p>\n\u003cp>States are responding to the research, in some cases by revising their child care rating systems to focus even more closely on the interactions between adults and children. Louisiana, for example, invested in a mandatory rating system that requires observers to rate teacher-child interactions in every early childhood classroom. \u003ca href=\"https://www.brookings.edu/blog/brown-center-chalkboard/2020/02/20/the-value-of-systemwide-high-quality-data-in-early-childhood-education/\">Bassok’s research\u003c/a> shows that, over time, those interactions have improved.\u003c/p>\n\u003cfigure id=\"attachment_59039\" class=\"wp-caption alignnone\" style=\"max-width: 1512px\">\u003cimg class=\"size-full wp-image-59039\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Samuels-QRIS2.jpg\" alt=\"\" width=\"1512\" height=\"2016\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Samuels-QRIS2.jpg 1512w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Samuels-QRIS2-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Samuels-QRIS2-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Samuels-QRIS2-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Samuels-QRIS2-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Samuels-QRIS2-1152x1536.jpg 1152w\" sizes=\"(max-width: 1512px) 100vw, 1512px\">\u003cfigcaption class=\"wp-caption-text\">Sasha Shunk works with some of the children in her home-based child care program before the coronavirus pandemic. Families in her state have fewer options for providers than they did when she entered the child care profession nearly 20 years ago. \u003ccite>(Courtesy Sasha Shunk)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Investing in teacher training, however, is difficult in a field where \u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0162373720985340\">educators may stay just a year or so\u003c/a> before moving on. To help address this problem, Bassok is working on a program in Virginia that gives early childhood teachers $1,500 to $2,000 to stay with their employer for a year. The stipend has helped cut teacher turnover.\u003c/p>\n\u003cp>Sabol said the next generation of ratings systems should try to include even more nuanced measures of the elements that are known to affect young children. For example, ratings focus on an overall score for a center, but individual classrooms at the center could differ considerably. Even within a given classroom, children’s experiences could vary.\u003c/p>\n\u003cp>“Our work is showing there is just as much variation in kids’ classroom experiences between classrooms as there is between centers,” Sabol said. “We really need to be able to characterize classrooms accurately and not assume kids are having the same experience.”\u003c/p>\n\u003cp>If a massive federal investment in early childhood education does not make it out of Congress, expanding high-quality child care still has to be a priority, Shunk said.\u003c/p>\n\u003cp>“Clearly, [Build Back Better] is not going to pass the way we had originally hoped it was going to pass, but I am hopeful,” she said. “I can understand the cost being a concern, but that’s still some short-term thinking. We really have to look long-term to make this a sustainable early childhood system so that parents can be working and children are in quality environments from a young age.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003ca href=\"https://hechingerreport.org/we-struggle-to-measure-quality-child-care-and-even-more-to-fund-it/\">QRIS\u003c/a> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"The need for increased child care access and quality have never been more important, and the child care industry has never been more fragile. Even with the Build Back Better federal infrastructure bill on hold, advocates hope policymakers will maintain a focus on child care quality, in part through better QRIS — quality rating and improvement systems.","status":"publish","parent":0,"modified":1643876148,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":34,"wordCount":2092},"headData":{"title":"We struggle to measure quality child care — and even more to fund it - MindShift","description":"The need for increased child care access and quality have never been more important, and the child care industry has never been more fragile. Even with the Build Back Better federal infrastructure bill on hold, advocates hope policymakers will maintain a focus on child care quality, in part through better QRIS — quality rating and improvement systems.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"59034 https://ww2.kqed.org/mindshift/?p=59034","disqusUrl":"https://ww2.kqed.org/mindshift/2022/02/03/we-struggle-to-measure-quality-child-care-and-even-more-to-fund-it/","disqusTitle":"We struggle to measure quality child care — and even more to fund it","nprByline":"Christina A. Samuels, \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/59034/we-struggle-to-measure-quality-child-care-and-even-more-to-fund-it","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Sasha Shunk first opened a child care center in her Maine home nearly 20 years ago, she knew she would have to stand out among the nearly 3,000 other home-based child care providers operating in the state at the time.\u003c/p>\n\u003cp>“I always knew there were other child care providers a road away or the street down from me,” said Shunk, who cares for 12 children at $325 a week, each, and has about 40 more children on a waitlist. “I looked for training, I sought out ways to differentiate myself.”\u003c/p>\n\u003cp>Over the years, she has earned a master’s degree in early childhood education. She’s earned accreditation from the National Association for Family Child Care, an organization in which she is now involved as a state representative. She revamped her program to offer an extensive outdoor classroom. And her center has reached the highest level of quality in Maine’s quality rating and improvement system, or QRIS, a voluntary program that is meant to encourage child care providers to meet high standards and, not incidentally, provide parents a way to find programs that are exceeding the state’s basic licensing requirements.\u003c/p>\n\u003cp>But the family child care landscape has changed in Maine over the years. There are fewer than 800 care providers in the state now, Shunk said, and with the intense need for child care, those few don’t have any problem attracting clients. Shunk said the dwindling competition has made it harder for parents to find care, and has removed an incentive for providers to pursue quality.\u003c/p>\n\u003cp>Shunk says more providers must be brought into the industry and given the resources and incentives to improve. That takes time, but is a worthwhile policy goal, she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“When you’re entry-level, you are prioritizing the health and safety of the children, but there are different components that you can build upon,” Shunk said. “Just because a program is a level one doesn’t mean you shouldn’t send your child there,” she said, referring to the first step on her state’s child care ranking system. But hopefully, entry-level providers can develop plans to continue their growth, she said.\u003c/p>\n\u003cfigure id=\"attachment_59035\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59035\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Samuels-QRIS4-and-FEAT-scaled-e1643874495235.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Sasha Shunk spends story time with the children in her home-based child care program in Portland, Maine. \u003ccite>(Courtesy Sasha Shunk)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The need for increased child care access and quality have never been more important, and the child care industry has never been more fragile. The Biden administration’s signature domestic bill, Build Back Better, was the latest attempt by the federal government to increase both the number of child care providers and to ensure those providers offer safe and nurturing environments. But the bill was benched indefinitely in late December, when Sen. Joe Manchin, a Democrat from West Virginia, raised concerns about the overall cost of the legislation.\u003c/p>\n\u003cp>Now, child care advocates hope the fractures exposed by the pandemic will focus public attention on creating some kind of government support for improving a child care system that is currently on the ropes.\u003c/p>\n\u003cp>“What we have is breaking us,” said Mary Beth Testa, a policy consultant with the National Association for Family Child Care. “Leaving things as they are is not the answer.”\u003c/p>\n\u003cp>Testa’s organization had been particularly enthusiastic about provisions in the bill that would have greatly expanded the number of children eligible for child care subsidies, and that would have required states to base those subsidies on the cost of providing high-quality care. Currently, most states link subsidies to the market rate of child care in a given community, but the market rate can be much lower than the actual cost of a high-quality program.\u003c/p>\n\u003cp>An increase in funding is necessary because quality improvement efforts have long been grossly underfunded, said Susan Hibbard, the executive director of the BUILD Initiative, a national organization that helps states create systems to measure child care quality. Without sufficient funds, some programs have not been able to survive. For example, in 2017 Mississippi \u003ca href=\"https://hechingerreport.org/mississippi-defies-national-trend-decreases-scrutiny-early-child-care-quality/\">discontinued its QRIS program\u003c/a>, citing financial reasons. State QRIS can often end up funneling limited resources to child care programs that are already doing well, Hibbard said, rather than investing in programs that need support to improve.\u003c/p>\n\u003cp>“You do want to give the three-star centers enough money to be able to maintain their quality,” Hibbard said, referring to centers that meet state measures of high quality. “But you also need to have something for all the smaller programs. That’s more important, and that needs to be the first thought.”\u003c/p>\n\u003cfigure id=\"attachment_59038\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59038\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Samuels-QRIS3-scaled-e1643874264733.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Children work on an art project at Sasha Shunk’s daycare in Portland, Maine. Shunk is licensed to care for 12 children and has about 40 more on a waitlist. \u003ccite>(Courtesy Sasha Shunk)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Some states are still energized around the issue of how to appropriately measure and motivate high-quality child care, even without the backing of a bill like Build Back Better, said Terri Sabol, an assistant professor of human development and social policy at Northwestern University. “We see states that even without federal funding seem to want to invest in this,” said Sabol, who studies the factors that lead to healthy child development. “Yes, it would be awesome if there were this federal system that supported it, but absent that there’s great appetite for figuring out how to measure quality.”\u003c/p>\n\u003cp>And yet, quality has proven incredibly challenging to measure in a sector that includes everything from a single provider caring for a few children in her home to for-profit entities with dozens of employees. It’s also difficult to nudge providers who are already operating on razor-thin margins to make extensive — and sometimes expensive — changes in their operations. One incentive used in some states is to give a larger child care subsidy to higher-rated centers. But not all providers take public dollars.\u003c/p>\n\u003cp>“It was very hard for centers to be responsive to any pressures to improve without any resources to put into it,” said Daphna Bassok, an associate professor of education and public policy at the University of Virginia, and a researcher in child care quality measurements.\u003c/p>\n\u003cp>“There’s a massive amount of instability in child care right now,” Bassok said. The focus from providers is “on a very baseline level of quality — how do I get enough teachers in this classroom every day?”\u003c/p>\n\u003cfigure id=\"attachment_59036\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59036\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Samuels-QRIS-6-e1643874480427.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">A child care classroom in Jackson, Mississippi. Mississippi ended its quality rating and improvement system in 2017, citing costs. Early childhood advocates say that more money is needed to give providers an incentive to make quality improvements. \u003ccite>(Jackie Mader/The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>State and federal government have tried many ways to incentivize quality. What child care advocates liked about Build Back Better is that it included generous federal incentives to increase the number of providers, encourage providers to make quality improvements, and pay for center renovations and repairs.\u003c/p>\n\u003cp>The bill also would have required that child care workers be paid enough to \u003ca href=\"https://hechingerreport.org/its-unconscionable-we-depend-on-child-care-workers-to-provide-high-quality-care-to-our-children-but-many-of-those-workers-cant-afford-food-and-rent/\">lift them above the federal poverty line\u003c/a>. Child care workers earn less than $14 an hour, on average.\u003c/p>\n\u003cp>But Build Back Better did not require states to start from scratch when it came to measuring child care quality. States were expected to build on the framework that most of them already have, the QRIS. Nearly every state has a quality system, such as “Great Start to Quality” in Michigan, “Capital Quality” in the District of Columbia, Texas’ eponymous “Texas Rising Star” system, and the “Quality for ME” program in Maine, in which Shunk participates.\u003c/p>\n\u003cp>Many QRIS frameworks measure quality by combining scores on several different measures, such as teacher-child interactions, staff training, teacher-student ratios and family involvement. The framework then boils all those measures down into a simple four- or five-point scale. A center that meets minimum standards would earn a 1. A 4 or 5 rating indicates a top provider.\u003c/p>\n\u003cp>But research has found that while there might be notable differences between a minimally qualified provider and one of the best, it was hard to see meaningful distinctions between centers in the middle — those that might receive a 2 or 3 on a 5-point scale. A \u003ca href=\"http://osu-wams-blogs-uploads.s3.amazonaws.com/blogs.dir/2524/files/2016/01/QRISStudy1report_FINAL_noappendices_FINAL.pdf\">2017 study of Oregon’s QRIS\u003c/a> — which has since been revamped — reported that even though providers were ranked on a 5-star scale, there was no difference in observed quality “between programs rated 1 vs 2, or between programs rated 3 vs 4 or 5, or between programs rated 5 vs those rated 3 or 4.”\u003c/p>\n\u003cp>A bigger problem arose as researchers started to look even more closely at child outcomes. The provider ratings based on these composite scores weren’t predicting how well a child was prepared for school.\u003c/p>\n\u003cp>In 2013, Sabol was the lead author on \u003ca href=\"https://psycnet.apa.org/record/2014-01201-001\">one of the first research papers\u003c/a> to raise concerns about rating systems that attempted to boil several measures down to one score. A single measure — teacher-child interactions — was more predictive of good child outcomes than the composite scores.\u003c/p>\n\u003cp>More studies followed, with similar results. \u003ca href=\"https://files.eric.ed.gov/fulltext/ED594510.pdf\">A 2019 report\u003c/a>, prepared at the request of the U.S. Department of Education, looked at nine states that had conducted their own research on how they were measuring child care quality. That report also found that children who attended higher-rated programs did not have better developmental outcomes than those who attended lower-rated ones.\u003c/p>\n\u003cp>Measuring quality is still essential, Sabol said. But, she added, “those findings really highlighted the need for a more slimmed-down approach that really focuses on the key elements of quality that matter for the development of young children” — how providers teach, talk with and play with the children in their care.\u003c/p>\n\u003cp>States are responding to the research, in some cases by revising their child care rating systems to focus even more closely on the interactions between adults and children. Louisiana, for example, invested in a mandatory rating system that requires observers to rate teacher-child interactions in every early childhood classroom. \u003ca href=\"https://www.brookings.edu/blog/brown-center-chalkboard/2020/02/20/the-value-of-systemwide-high-quality-data-in-early-childhood-education/\">Bassok’s research\u003c/a> shows that, over time, those interactions have improved.\u003c/p>\n\u003cfigure id=\"attachment_59039\" class=\"wp-caption alignnone\" style=\"max-width: 1512px\">\u003cimg class=\"size-full wp-image-59039\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Samuels-QRIS2.jpg\" alt=\"\" width=\"1512\" height=\"2016\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Samuels-QRIS2.jpg 1512w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Samuels-QRIS2-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Samuels-QRIS2-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Samuels-QRIS2-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Samuels-QRIS2-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Samuels-QRIS2-1152x1536.jpg 1152w\" sizes=\"(max-width: 1512px) 100vw, 1512px\">\u003cfigcaption class=\"wp-caption-text\">Sasha Shunk works with some of the children in her home-based child care program before the coronavirus pandemic. Families in her state have fewer options for providers than they did when she entered the child care profession nearly 20 years ago. \u003ccite>(Courtesy Sasha Shunk)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Investing in teacher training, however, is difficult in a field where \u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0162373720985340\">educators may stay just a year or so\u003c/a> before moving on. To help address this problem, Bassok is working on a program in Virginia that gives early childhood teachers $1,500 to $2,000 to stay with their employer for a year. The stipend has helped cut teacher turnover.\u003c/p>\n\u003cp>Sabol said the next generation of ratings systems should try to include even more nuanced measures of the elements that are known to affect young children. For example, ratings focus on an overall score for a center, but individual classrooms at the center could differ considerably. Even within a given classroom, children’s experiences could vary.\u003c/p>\n\u003cp>“Our work is showing there is just as much variation in kids’ classroom experiences between classrooms as there is between centers,” Sabol said. “We really need to be able to characterize classrooms accurately and not assume kids are having the same experience.”\u003c/p>\n\u003cp>If a massive federal investment in early childhood education does not make it out of Congress, expanding high-quality child care still has to be a priority, Shunk said.\u003c/p>\n\u003cp>“Clearly, [Build Back Better] is not going to pass the way we had originally hoped it was going to pass, but I am hopeful,” she said. “I can understand the cost being a concern, but that’s still some short-term thinking. We really have to look long-term to make this a sustainable early childhood system so that parents can be working and children are in quality environments from a young age.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003ca href=\"https://hechingerreport.org/we-struggle-to-measure-quality-child-care-and-even-more-to-fund-it/\">QRIS\u003c/a> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59034/we-struggle-to-measure-quality-child-care-and-even-more-to-fund-it","authors":["byline_mindshift_59034"],"series":["mindshift_20658"],"categories":["mindshift_192"],"tags":["mindshift_20720","mindshift_152","mindshift_237"],"featImg":"mindshift_59042","label":"mindshift_20658"},"mindshift_37330":{"type":"posts","id":"mindshift_37330","meta":{"index":"posts_1591205157","site":"mindshift","id":"37330","score":null,"sort":[1410357626000]},"guestAuthors":[],"slug":"taking-classroom-tech-use-to-the-next-level-specific-traits-to-look-for","title":"Taking Classroom Tech Use to the Next Level: Specific Traits to Look For","publishDate":1410357626,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_37704\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/animation.jpg\">\u003cimg class=\"size-full wp-image-37704\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/animation.jpg\" alt=\"Kids create stop motion videos in class. (Brad Flickinger/Flickr)\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/09/animation.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/09/animation-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/09/animation-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Kids create stop motion videos in class. (Brad Flickinger/Flickr)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">\"They don't live in Saskatoon!\" a seventh-grade girl says vehemently. She’s working with her class to figure out where another mystery class is located somewhere else in the world. The two classes are competing to figure out the other's location first. Students must work together to develop good yes or no questions to ask the other class, like the age-old car game “20 Questions.”\u003c/p>\n\u003cp>It looks like fun and students are certainly engaged in the project. This is a fairly typical use of technology in the classroom, featuring some of the elements technology evangelists talk about -- like global connection and collaboration with peers. When this video was shown to a group of educators at the \u003ca href=\"https://www.isteconference.org/2014/\" target=\"_blank\">2014 International Society for Technology in Education conference\u003c/a> as part of a session on how to deepen technology use in the classroom, teachers were enthusiastic about the Mystery Skype Project.\u003c/p>\n\u003cp>[youtube http://www.youtube.com/watch?v=NkoRuXm9htg]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>“They were practicing important skills, asking questions, problem-solving,” said one teacher. “Everyone was engaged; they all had roles to play,” added another. Other educators were excited the activity had authentic, real-world applications and that it could help students build empathy with children in other parts of the world.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>These are typical reactions to activities that use technology in the classroom, but they aren’t sufficient for Julie Graber, an instructional technology consultant for \u003ca href=\"http://www.plaea.org/\" target=\"_blank\">Prairie Lakes Educational Agency in Iowa\u003c/a>. She and her colleagues are \u003ca href=\"https://docs.google.com/document/d/16siKbWC2BCZ2Zzz8IOjg7cxR9dIuseG6MDlWRP_Fll8/edit\" target=\"_blank\">trying to codify specific traits\u003c/a> that coaches can look for to determine if technology in the classroom is having the transformational impact that many hope it will.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"I think it's really important to start with a framework of: Does technology add any value?\"\u003c/aside>\n\u003cp>“What we’re finding is that there’s really nothing that’s helpful for moving a system in terms of knowing where am I at and where am I trying to go,” Graber said during the ISTE session.\u003c/p>\n\u003cp>Many schools are using the \u003ca href=\"https://sites.google.com/a/msad60.org/technology-is-learning/samr-model\" target=\"_blank\">SAMR (substitution, augmentation, modification, redefinition) framework\u003c/a> to help guide technology integration. But Graber doesn’t find that model specific enough to guide educators through the process of improving their use of technology. “When we look at SAMR we find that it’s really difficult for leaders to figure out where they’re at and where they need to go,” Graber said.\u003c/p>\n\u003cp>The SAMR\u003ca href=\"https://sites.google.com/a/msad60.org/technology-is-learning/samr-model\" target=\"_blank\"> \u003c/a>model anticipates educators will gradually move through a process of transformation with their classroom technology as they become accustomed to teaching in new ways. It assumes that teachers will begin by substituting technology for other activities in the classroom, then move on to augmenting activities, progress to modifying the assignment to focus around specific functionalities offered by technology, and finally to redefine the tasks possible in school because of the technology available to them.\u003c/p>\n\u003cp>[contextly_sidebar id=\"gWMe0Hg8oioFAnbBPgXsY4bJMKgBSM31\"]\u003c/p>\n\u003cp>Author, speaker and former teacher \u003ca href=\"http://novemberlearning.com/educational-services/educational-consultants/alan-november/\" target=\"_blank\">Alan November\u003c/a> agrees with Graber that SAMR doesn't provide enough concrete guidance. Many of his graduate students present technology projects that they define as a redefinition of learning -- the highest level in the SAMR model -- but November sees them as merely substitution. For example, one of his students presented on \u003ca href=\"http://leafsnap.com/\" target=\"_blank\">Leafsnap\u003c/a>, an electronic field guide app that allows students to take a photo of a plant leaf and quickly learn about its biological traits.\u003c/p>\n\u003cp>“What did they just learn?” November asked a crowd of educators at ISTE 2014 in Atlanta. “How to take a picture. That's what they learned.” While the Leafsnap app is cool, it doesn’t meet November's criteria for using technology. “I think it’s really important to start with a framework of: Does technology add any value?” he said. He uses six questions to determine value, arguing that if the answer is “no” to any of the questions, the use of technology should be considered suspect.\u003c/p>\n\u003col>\n\u003cli>Did the assignment create capacity for critical thinking on the Web?\u003c/li>\n\u003cli>Did the assignment reach new areas of teaching students to develop new lines of inquiry?\u003c/li>\n\u003cli>Are there opportunities to broaden the perspective of the conversation with authentic audiences from around the world?\u003c/li>\n\u003cli>Is there an opportunity for students to publish (across various media) with an opportunity for continuous feedback?\u003c/li>\n\u003cli>Is there an option for students to create a contribution (purposeful work)?\u003c/li>\n\u003cli>Were students introduced to the best example in the world of the content or skill?\u003c/li>\n\u003c/ol>\n\u003cp>“I think these six elements separate what’s transformational from what I would call the $1,000 pencil,” November said. Instead of using Leafsnap, November would like to see teachers challenge students to think critically with a question like, \"Which plants will die first when the effects of climate change begin to be felt?\"\u003c/p>\n\u003cp>That question couldn't have been answered by students before the Internet age, but now a question like that forces students to use the Internet to investigate a globally relevant topic and gives them the opportunity to add value to the conversation about climate change.\u003c/p>\n\u003cp>\u003cstrong>THINKING CRITICALLY ABOUT TECH USE\u003c/strong>\u003c/p>\n\u003cp>Dissatisfaction with the frameworks currently available to evaluate whether technology is transforming learning prompted Graber and her colleagues, including \u003ca href=\"http://dangerouslyirrelevant.org/\" target=\"_blank\">Scott McLeod\u003c/a>, to try and develop a \u003ca href=\"http://dangerouslyirrelevant.org/2014/08/toward-better-technology-integration-introducing-trudacot.html\" target=\"_blank\">new set of questions\u003c/a> to help move past obvious qualities like student engagement to a deeper investigation of the pedagogy behind the activity.\u003c/p>\n\u003cp>Three of the most important traits they look at when evaluating a lesson are whether it is discipline specific, promotes critical thinking and whether technology is used in transformative ways.\u003c/p>\n\u003cul>\n\u003cli>\u003cem>Discipline specific:\u003c/em> Are students learning discipline-specific and appropriate content and knowledge? If so, is student work focused around big important concepts in that discipline? Are students using discipline-specific practices, tools and technologies as part of the activity?\u003c/li>\n\u003c/ul>\n\u003cp>“If you can’t tell which discipline the lesson fits into, that’s a problem,” Graber said. The educators at ISTE returned to the Mystery Skype video example to practice Graber’s suggested evaluation tools. They evaluated only what they could see in the video, treating it like a single classroom visit, when a coach or administrator gets only a tiny snapshot of a classroom.\u003c/p>\n\u003cp>To many teachers in the room, it wasn't clear what discipline the activity focused on -- while geography might be one guess, the skills discussed were not specific to that discipline, nor were the tools and processes focused on geography.\u003c/p>\n\u003cul>\n\u003cli>\u003cem>Critical thinking/Creativity/Initiative/Metacognition:\u003c/em> Does the activity go beyond facts or previously provided ways of thinking? Do the students have the opportunity to design, create or in other ways add unique value? Do students have the opportunity to take initiative to go beyond the parameters of the given assignment? Do students have the opportunity to reflect on their planning, thinking, work and progress?\u003c/li>\n\u003c/ul>\n\u003cp>In the Mystery Skype example, many of these qualities don’t seem to exist. The video states students each had a task, but some tasks required more critical thinking or reflection than others. A few kids were getting good practice designing smart questions, but they weren’t going beyond the parameters of the project, creating anything unique, or reflecting on their work.\u003c/p>\n\u003cul>\n\u003cli>\u003cem>Use of technology:\u003c/em> Is the technology a means, not the end? Does the technology add value so that students can do their work in better or different ways from what was possible before technology? Are digital technologies used meaningfully for learning tasks?\u003c/li>\n\u003c/ul>\n\u003cp>The group of ISTE educators came up with mixed answers on this item when evaluating the Mystery Skype activity. The activity wouldn’t have been possible without technology, but learning goals like effective questioning, collaboration and reflection on the process might have been better achieved for every student in the room without it.\u003c/p>\n\u003cp>This sample analysis is merely an example of how this evaluation framework could be used. The ultimate goal is to move from talking about liking or disliking an activity to a deeper evaluation of the lesson, providing useful and actionable feedback to the teacher.\u003c/p>\n\u003cp>Graber is clear that instructional coaches and administrators should not use this process if they aren’t committed to observation and evaluation as a means for improvement. These conversations can happen within the context of a teacher’s personal goals for the year or within the frame of schoolwide goals, but they shouldn’t be used for evaluation.\u003c/p>\n\u003cp>“If we aren't seeing what we want to be seeing, what is the system provided to change that?” Graber asked. “If there isn’t anything, then don’t use this.” She doesn’t think it’s fair to go into a classroom and point out problems with a teacher’s lesson if the district or school doesn't have a plan for providing support to the teacher as she works to change and deepen her practice.\u003c/p>\n\u003cp>“Design professional development so it’s all about growth and descriptive feedback, not about evaluation,” Graber said. She suggests coaches find really good positive examples of lessons that elicit strong affirmatives to the questions above. Teachers need to see what it looks like before they can begin to model it themselves. Graber does not recommend dissecting a lesson like Mystery Skype with a group of teachers if one of them is featured in the video. It’s much better to practice with anonymous educators to begin having the conversations. Graber and McLeod have found this framework especially useful as professional development before a lesson. It can help start powerful conversations about technology use and could begin to move practice, too.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The goal of this framework is to push past the typical response to digital activities in the classroom that focus on student engagement and instead evaluate whether students are truly using higher-order thinking skills, learning core aspects of a specific discipline and using technology in the most powerful and transformative ways.\u003c/p>\n\n","blocks":[],"excerpt":"Dissatisfied with existing frameworks used to judge the effectiveness of classroom tech a group of instructional coaches are trying to build their own tool with help from other educators.","status":"publish","parent":0,"modified":1410307125,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":1706},"headData":{"title":"Taking Classroom Tech Use to the Next Level: Specific Traits to Look For | KQED","description":"Dissatisfied with existing frameworks used to judge the effectiveness of classroom tech a group of instructional coaches are trying to build their own tool with help from other educators.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"37330 http://blogs.kqed.org/mindshift/?p=37330","disqusUrl":"https://ww2.kqed.org/mindshift/2014/09/10/taking-classroom-tech-use-to-the-next-level-specific-traits-to-look-for/","disqusTitle":"Taking Classroom Tech Use to the Next Level: Specific Traits to Look For","path":"/mindshift/37330/taking-classroom-tech-use-to-the-next-level-specific-traits-to-look-for","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_37704\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/animation.jpg\">\u003cimg class=\"size-full wp-image-37704\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/animation.jpg\" alt=\"Kids create stop motion videos in class. (Brad Flickinger/Flickr)\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/09/animation.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/09/animation-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/09/animation-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Kids create stop motion videos in class. (Brad Flickinger/Flickr)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">\"They don't live in Saskatoon!\" a seventh-grade girl says vehemently. She’s working with her class to figure out where another mystery class is located somewhere else in the world. The two classes are competing to figure out the other's location first. Students must work together to develop good yes or no questions to ask the other class, like the age-old car game “20 Questions.”\u003c/p>\n\u003cp>It looks like fun and students are certainly engaged in the project. This is a fairly typical use of technology in the classroom, featuring some of the elements technology evangelists talk about -- like global connection and collaboration with peers. When this video was shown to a group of educators at the \u003ca href=\"https://www.isteconference.org/2014/\" target=\"_blank\">2014 International Society for Technology in Education conference\u003c/a> as part of a session on how to deepen technology use in the classroom, teachers were enthusiastic about the Mystery Skype Project.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/NkoRuXm9htg'\n title='//www.youtube.com/embed/NkoRuXm9htg'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>“They were practicing important skills, asking questions, problem-solving,” said one teacher. “Everyone was engaged; they all had roles to play,” added another. Other educators were excited the activity had authentic, real-world applications and that it could help students build empathy with children in other parts of the world.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>These are typical reactions to activities that use technology in the classroom, but they aren’t sufficient for Julie Graber, an instructional technology consultant for \u003ca href=\"http://www.plaea.org/\" target=\"_blank\">Prairie Lakes Educational Agency in Iowa\u003c/a>. She and her colleagues are \u003ca href=\"https://docs.google.com/document/d/16siKbWC2BCZ2Zzz8IOjg7cxR9dIuseG6MDlWRP_Fll8/edit\" target=\"_blank\">trying to codify specific traits\u003c/a> that coaches can look for to determine if technology in the classroom is having the transformational impact that many hope it will.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"I think it's really important to start with a framework of: Does technology add any value?\"\u003c/aside>\n\u003cp>“What we’re finding is that there’s really nothing that’s helpful for moving a system in terms of knowing where am I at and where am I trying to go,” Graber said during the ISTE session.\u003c/p>\n\u003cp>Many schools are using the \u003ca href=\"https://sites.google.com/a/msad60.org/technology-is-learning/samr-model\" target=\"_blank\">SAMR (substitution, augmentation, modification, redefinition) framework\u003c/a> to help guide technology integration. But Graber doesn’t find that model specific enough to guide educators through the process of improving their use of technology. “When we look at SAMR we find that it’s really difficult for leaders to figure out where they’re at and where they need to go,” Graber said.\u003c/p>\n\u003cp>The SAMR\u003ca href=\"https://sites.google.com/a/msad60.org/technology-is-learning/samr-model\" target=\"_blank\"> \u003c/a>model anticipates educators will gradually move through a process of transformation with their classroom technology as they become accustomed to teaching in new ways. It assumes that teachers will begin by substituting technology for other activities in the classroom, then move on to augmenting activities, progress to modifying the assignment to focus around specific functionalities offered by technology, and finally to redefine the tasks possible in school because of the technology available to them.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Author, speaker and former teacher \u003ca href=\"http://novemberlearning.com/educational-services/educational-consultants/alan-november/\" target=\"_blank\">Alan November\u003c/a> agrees with Graber that SAMR doesn't provide enough concrete guidance. Many of his graduate students present technology projects that they define as a redefinition of learning -- the highest level in the SAMR model -- but November sees them as merely substitution. For example, one of his students presented on \u003ca href=\"http://leafsnap.com/\" target=\"_blank\">Leafsnap\u003c/a>, an electronic field guide app that allows students to take a photo of a plant leaf and quickly learn about its biological traits.\u003c/p>\n\u003cp>“What did they just learn?” November asked a crowd of educators at ISTE 2014 in Atlanta. “How to take a picture. That's what they learned.” While the Leafsnap app is cool, it doesn’t meet November's criteria for using technology. “I think it’s really important to start with a framework of: Does technology add any value?” he said. He uses six questions to determine value, arguing that if the answer is “no” to any of the questions, the use of technology should be considered suspect.\u003c/p>\n\u003col>\n\u003cli>Did the assignment create capacity for critical thinking on the Web?\u003c/li>\n\u003cli>Did the assignment reach new areas of teaching students to develop new lines of inquiry?\u003c/li>\n\u003cli>Are there opportunities to broaden the perspective of the conversation with authentic audiences from around the world?\u003c/li>\n\u003cli>Is there an opportunity for students to publish (across various media) with an opportunity for continuous feedback?\u003c/li>\n\u003cli>Is there an option for students to create a contribution (purposeful work)?\u003c/li>\n\u003cli>Were students introduced to the best example in the world of the content or skill?\u003c/li>\n\u003c/ol>\n\u003cp>“I think these six elements separate what’s transformational from what I would call the $1,000 pencil,” November said. Instead of using Leafsnap, November would like to see teachers challenge students to think critically with a question like, \"Which plants will die first when the effects of climate change begin to be felt?\"\u003c/p>\n\u003cp>That question couldn't have been answered by students before the Internet age, but now a question like that forces students to use the Internet to investigate a globally relevant topic and gives them the opportunity to add value to the conversation about climate change.\u003c/p>\n\u003cp>\u003cstrong>THINKING CRITICALLY ABOUT TECH USE\u003c/strong>\u003c/p>\n\u003cp>Dissatisfaction with the frameworks currently available to evaluate whether technology is transforming learning prompted Graber and her colleagues, including \u003ca href=\"http://dangerouslyirrelevant.org/\" target=\"_blank\">Scott McLeod\u003c/a>, to try and develop a \u003ca href=\"http://dangerouslyirrelevant.org/2014/08/toward-better-technology-integration-introducing-trudacot.html\" target=\"_blank\">new set of questions\u003c/a> to help move past obvious qualities like student engagement to a deeper investigation of the pedagogy behind the activity.\u003c/p>\n\u003cp>Three of the most important traits they look at when evaluating a lesson are whether it is discipline specific, promotes critical thinking and whether technology is used in transformative ways.\u003c/p>\n\u003cul>\n\u003cli>\u003cem>Discipline specific:\u003c/em> Are students learning discipline-specific and appropriate content and knowledge? If so, is student work focused around big important concepts in that discipline? Are students using discipline-specific practices, tools and technologies as part of the activity?\u003c/li>\n\u003c/ul>\n\u003cp>“If you can’t tell which discipline the lesson fits into, that’s a problem,” Graber said. The educators at ISTE returned to the Mystery Skype video example to practice Graber’s suggested evaluation tools. They evaluated only what they could see in the video, treating it like a single classroom visit, when a coach or administrator gets only a tiny snapshot of a classroom.\u003c/p>\n\u003cp>To many teachers in the room, it wasn't clear what discipline the activity focused on -- while geography might be one guess, the skills discussed were not specific to that discipline, nor were the tools and processes focused on geography.\u003c/p>\n\u003cul>\n\u003cli>\u003cem>Critical thinking/Creativity/Initiative/Metacognition:\u003c/em> Does the activity go beyond facts or previously provided ways of thinking? Do the students have the opportunity to design, create or in other ways add unique value? Do students have the opportunity to take initiative to go beyond the parameters of the given assignment? Do students have the opportunity to reflect on their planning, thinking, work and progress?\u003c/li>\n\u003c/ul>\n\u003cp>In the Mystery Skype example, many of these qualities don’t seem to exist. The video states students each had a task, but some tasks required more critical thinking or reflection than others. A few kids were getting good practice designing smart questions, but they weren’t going beyond the parameters of the project, creating anything unique, or reflecting on their work.\u003c/p>\n\u003cul>\n\u003cli>\u003cem>Use of technology:\u003c/em> Is the technology a means, not the end? Does the technology add value so that students can do their work in better or different ways from what was possible before technology? Are digital technologies used meaningfully for learning tasks?\u003c/li>\n\u003c/ul>\n\u003cp>The group of ISTE educators came up with mixed answers on this item when evaluating the Mystery Skype activity. The activity wouldn’t have been possible without technology, but learning goals like effective questioning, collaboration and reflection on the process might have been better achieved for every student in the room without it.\u003c/p>\n\u003cp>This sample analysis is merely an example of how this evaluation framework could be used. The ultimate goal is to move from talking about liking or disliking an activity to a deeper evaluation of the lesson, providing useful and actionable feedback to the teacher.\u003c/p>\n\u003cp>Graber is clear that instructional coaches and administrators should not use this process if they aren’t committed to observation and evaluation as a means for improvement. These conversations can happen within the context of a teacher’s personal goals for the year or within the frame of schoolwide goals, but they shouldn’t be used for evaluation.\u003c/p>\n\u003cp>“If we aren't seeing what we want to be seeing, what is the system provided to change that?” Graber asked. “If there isn’t anything, then don’t use this.” She doesn’t think it’s fair to go into a classroom and point out problems with a teacher’s lesson if the district or school doesn't have a plan for providing support to the teacher as she works to change and deepen her practice.\u003c/p>\n\u003cp>“Design professional development so it’s all about growth and descriptive feedback, not about evaluation,” Graber said. She suggests coaches find really good positive examples of lessons that elicit strong affirmatives to the questions above. Teachers need to see what it looks like before they can begin to model it themselves. Graber does not recommend dissecting a lesson like Mystery Skype with a group of teachers if one of them is featured in the video. It’s much better to practice with anonymous educators to begin having the conversations. Graber and McLeod have found this framework especially useful as professional development before a lesson. It can help start powerful conversations about technology use and could begin to move practice, too.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The goal of this framework is to push past the typical response to digital activities in the classroom that focus on student engagement and instead evaluate whether students are truly using higher-order thinking skills, learning core aspects of a specific discipline and using technology in the most powerful and transformative ways.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/37330/taking-classroom-tech-use-to-the-next-level-specific-traits-to-look-for","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_1040","mindshift_187","mindshift_237","mindshift_963"],"featImg":"mindshift_37704","label":"mindshift"},"mindshift_28067":{"type":"posts","id":"mindshift_28067","meta":{"index":"posts_1591205157","site":"mindshift","id":"28067","score":null,"sort":[1366216830000]},"guestAuthors":[],"slug":"to-break-the-mold-is-competency-learning-the-key","title":"To Break the Mold, Is Competency Learning the Key?","publishDate":1366216830,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_28096\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/mike52ad/4676418746/in/photosof-mike52ad/\">\u003cimg class=\"size-large wp-image-28096\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/batch-and-queue-620x405.jpg\" alt=\"batch-and-queue\" width=\"620\" height=\"405\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Ask an educator about what it's like teaching a room full of students, and you'll likely hear a similar refrain: No two kids learn the same way or grasp concepts at the exact same time.As a result, educators often say they resort to “teaching to the middle.”\u003c/p>\n\u003cp>More schools are starting to question whether traditional age-based classrooms are the best way to go, and to change the dynamic of teaching to the middle, they're experimenting with \u003ca href=\"http://www.edweek.org/dd/articles/2012/10/17/01competency.h06.html\">competency-based learning,\u003c/a> a system that moves kids along at different paces once they've shown they can grasp a key concept of a unit.\u003c/p>\n\u003cp>Kim Carter, executive director of \u003ca href=\"http://qedfoundation.org/\">QED Foundation,\u003c/a> is a big supporter of competency-based learning.\u003c/p>\n\u003cp>“The choice is, do we want an education system that’s obsolete or do we want a system that is valued and creates value,” Carter said. The foundation offers training, coaching and consulting that focuses on student agency, as well as communities of collaboration both inside and outside school. Eventually, she says, that pace should be negotiated, with the student gradually taking over more responsibility for her learning.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“If you are truly going to go competency based and not just have a veneer of change, it will require retooling our systems.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Competency-based education is gaining momentum across the country. Already \u003ca href=\"http://www.education.nh.gov/innovations/hs_redesign/index.htm\">New Hampshire\u003c/a> and Maine schools have transitioned to the model. Schools in Oregon, Iowa, Minnesota, and many other states are following suit. The Common Core State Standards are also pointing in the direction \u003c!--more-->of requiring competency rather than just a passing grade. Though Carter says the language of the Common Core favors performance-based assessments -- students will have to show what they can do -- she thinks it’s unfortunate that a test will measure the learning, because at best, a test approximates meaningful assessment, but does not demonstrate real-world application of knowledge.\u003c/p>\n\u003cp>“The standardized tests that allow us to compare across states tell us nothing about the individual,” Carter said. “They were not designed to tell us anything about the individual; they are designed to measure the effectiveness of programs. That’s a very different thing.”\u003c/p>\n\u003cp>If learning becomes more personalized, tests should too. “The whole idea of competency is the ability to apply, document, and defend your learning,” Carter said. She proposes that schools use a common rubric to assess \"uncommon learning.\" In other words, she proposes teachers need to be strict in their expectations and required criteria, but more flexible in terms of how a student gets there. Students don’t all have to read the same book or create the same project, but they do have to demonstrate that they understand and can use the core competencies.\u003c/p>\n\u003cp>If a student gets 50 percent in a class in a traditional school, she fails and has to repeat the course or grade level until she scores higher, even if the score means that she understood half the material. Forcing her to repeat everything is inefficient and puts the student at a disadvantage for the rest of her academic career. In competency-based classrooms, students relearn and demonstrate competencies in only the areas that challenge them before moving forward.\u003c/p>\n\u003cp>“‘Batch and queue’” is horribly inefficient and destroys kids' concept of self,” Carter said. “It’s like \u003cimg title=\"More...\" src=\"http://ww2.kqed.org/mindshift/wp-includes/js/tinymce/plugins/wordpress/img/trans.gif\" alt=\"\">manufacturing, where you put everything through the same system and compare it to standards at the end. If it doesn’t match, put it through again.”\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES TO IMPLEMENTATION\u003c/strong>\u003c/p>\n\u003cp>Shifting to a truly competency-based system means big changes for schools and would produce a ripple effect. “If you are truly going to go competency based and not just have a veneer of change, it will require retooling our systems,” said Carter.\u003c/p>\n\u003cp>Teacher training tailored to a competency-based education system is still one of the biggest hurdles. Many training courses have been the same for decades and don’t reflect some of the changing trends in education, Carter said. Successfully implementing a competency-based system is no easy feat -- it means valuing what a child can demonstrate he knows, rather than assuming a correctly answered test question signifies he can apply that knowledge.\u003c/p>\n\u003cp>“Competency-based education is a huge shift, not just in terms of actual practices, or what we do in the classroom, or how we document what happens in the classroom, but a change in what we believe,” Carter said. And teachers need to act their way into believing, they can’t just be told to do it. She points to nursing or other higher education programs that ensure graduates have the basic skills and competencies before they can progress as good models to follow.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/five-big-changes-to-the-future-of-teacher-education/\">Five Big Changes to the Future of Teacher Education\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>The other big barrier is teacher evaluations. Right now teachers are assessed by how well students do on a test. But understanding how well a student really knows the material should take more than that, just as teacher assessments should be based on more data points, Carter said. Teachers and students are trapped in the same system, one that is at odds with competency-based models.\u003c/p>\n\u003cp>“Our whole evaluation system is pretty young in the sense that we have only a few rudimentary means of assessing what students know,” Carter said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Ultimately, teachers need to be trained and supported in the same way as students. And for both groups the standards have to mean something. Carter fears that if the education system continues as it has been, it will not only be obsolete, it will provide diplomas that have little validity.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1366218929,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":965},"headData":{"title":"To Break the Mold, Is Competency Learning the Key? | KQED","description":"Ask an educator about what it's like teaching a room full of students, and you'll likely hear a similar refrain: No two kids learn the same way or grasp concepts at the exact same time.As a result, educators often say they resort to “teaching to the middle.” More schools are starting to question whether traditional","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"28067 http://blogs.kqed.org/mindshift/?p=28067","disqusUrl":"https://ww2.kqed.org/mindshift/2013/04/17/to-break-the-mold-is-competency-learning-the-key/","disqusTitle":"To Break the Mold, Is Competency Learning the Key?","path":"/mindshift/28067/to-break-the-mold-is-competency-learning-the-key","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28096\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/mike52ad/4676418746/in/photosof-mike52ad/\">\u003cimg class=\"size-large wp-image-28096\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/batch-and-queue-620x405.jpg\" alt=\"batch-and-queue\" width=\"620\" height=\"405\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Ask an educator about what it's like teaching a room full of students, and you'll likely hear a similar refrain: No two kids learn the same way or grasp concepts at the exact same time.As a result, educators often say they resort to “teaching to the middle.”\u003c/p>\n\u003cp>More schools are starting to question whether traditional age-based classrooms are the best way to go, and to change the dynamic of teaching to the middle, they're experimenting with \u003ca href=\"http://www.edweek.org/dd/articles/2012/10/17/01competency.h06.html\">competency-based learning,\u003c/a> a system that moves kids along at different paces once they've shown they can grasp a key concept of a unit.\u003c/p>\n\u003cp>Kim Carter, executive director of \u003ca href=\"http://qedfoundation.org/\">QED Foundation,\u003c/a> is a big supporter of competency-based learning.\u003c/p>\n\u003cp>“The choice is, do we want an education system that’s obsolete or do we want a system that is valued and creates value,” Carter said. The foundation offers training, coaching and consulting that focuses on student agency, as well as communities of collaboration both inside and outside school. Eventually, she says, that pace should be negotiated, with the student gradually taking over more responsibility for her learning.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“If you are truly going to go competency based and not just have a veneer of change, it will require retooling our systems.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Competency-based education is gaining momentum across the country. Already \u003ca href=\"http://www.education.nh.gov/innovations/hs_redesign/index.htm\">New Hampshire\u003c/a> and Maine schools have transitioned to the model. Schools in Oregon, Iowa, Minnesota, and many other states are following suit. The Common Core State Standards are also pointing in the direction \u003c!--more-->of requiring competency rather than just a passing grade. Though Carter says the language of the Common Core favors performance-based assessments -- students will have to show what they can do -- she thinks it’s unfortunate that a test will measure the learning, because at best, a test approximates meaningful assessment, but does not demonstrate real-world application of knowledge.\u003c/p>\n\u003cp>“The standardized tests that allow us to compare across states tell us nothing about the individual,” Carter said. “They were not designed to tell us anything about the individual; they are designed to measure the effectiveness of programs. That’s a very different thing.”\u003c/p>\n\u003cp>If learning becomes more personalized, tests should too. “The whole idea of competency is the ability to apply, document, and defend your learning,” Carter said. She proposes that schools use a common rubric to assess \"uncommon learning.\" In other words, she proposes teachers need to be strict in their expectations and required criteria, but more flexible in terms of how a student gets there. Students don’t all have to read the same book or create the same project, but they do have to demonstrate that they understand and can use the core competencies.\u003c/p>\n\u003cp>If a student gets 50 percent in a class in a traditional school, she fails and has to repeat the course or grade level until she scores higher, even if the score means that she understood half the material. Forcing her to repeat everything is inefficient and puts the student at a disadvantage for the rest of her academic career. In competency-based classrooms, students relearn and demonstrate competencies in only the areas that challenge them before moving forward.\u003c/p>\n\u003cp>“‘Batch and queue’” is horribly inefficient and destroys kids' concept of self,” Carter said. “It’s like \u003cimg title=\"More...\" src=\"http://ww2.kqed.org/mindshift/wp-includes/js/tinymce/plugins/wordpress/img/trans.gif\" alt=\"\">manufacturing, where you put everything through the same system and compare it to standards at the end. If it doesn’t match, put it through again.”\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES TO IMPLEMENTATION\u003c/strong>\u003c/p>\n\u003cp>Shifting to a truly competency-based system means big changes for schools and would produce a ripple effect. “If you are truly going to go competency based and not just have a veneer of change, it will require retooling our systems,” said Carter.\u003c/p>\n\u003cp>Teacher training tailored to a competency-based education system is still one of the biggest hurdles. Many training courses have been the same for decades and don’t reflect some of the changing trends in education, Carter said. Successfully implementing a competency-based system is no easy feat -- it means valuing what a child can demonstrate he knows, rather than assuming a correctly answered test question signifies he can apply that knowledge.\u003c/p>\n\u003cp>“Competency-based education is a huge shift, not just in terms of actual practices, or what we do in the classroom, or how we document what happens in the classroom, but a change in what we believe,” Carter said. And teachers need to act their way into believing, they can’t just be told to do it. She points to nursing or other higher education programs that ensure graduates have the basic skills and competencies before they can progress as good models to follow.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/five-big-changes-to-the-future-of-teacher-education/\">Five Big Changes to the Future of Teacher Education\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>The other big barrier is teacher evaluations. Right now teachers are assessed by how well students do on a test. But understanding how well a student really knows the material should take more than that, just as teacher assessments should be based on more data points, Carter said. Teachers and students are trapped in the same system, one that is at odds with competency-based models.\u003c/p>\n\u003cp>“Our whole evaluation system is pretty young in the sense that we have only a few rudimentary means of assessing what students know,” Carter said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Ultimately, teachers need to be trained and supported in the same way as students. And for both groups the standards have to mean something. Carter fears that if the education system continues as it has been, it will not only be obsolete, it will provide diplomas that have little validity.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/28067/to-break-the-mold-is-competency-learning-the-key","authors":["234"],"categories":["mindshift_194","mindshift_193"],"tags":["mindshift_1021","mindshift_237","mindshift_208"],"featImg":"mindshift_28096","label":"mindshift"},"mindshift_11269":{"type":"posts","id":"mindshift_11269","meta":{"index":"posts_1591205157","site":"mindshift","id":"11269","score":null,"sort":[1304617830000]},"guestAuthors":[],"slug":"how-to-keep-good-teachers-in-the-game","title":"How to Keep Good Teachers in the Game","publishDate":1304617830,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cimg class=\"size-medium wp-image-11284\" title=\"StudentAndTeacher\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/StudentAndTeacher-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/p>\n\u003cp>Engaging, motivated teachers are at the heart of every successful school. For schools like Rocketship, where 75% of teachers come from \u003ca href=\"http://www.teachforamerica.org\">Teach for America\u003c/a>, which recruits mostly recent college grads to commit to two years, finding ways to train and keep them becomes that much more of a priority.\u003c/p>\n\u003cp>What's their strategy? First, they pay more than typical public schools – on average between 10 and 20 percent more, according to Judith McGarry, Rocketship’s spokesperson.\u003c/p>\n\u003cp>And since most of these teachers are “very young” -- for many of them, it’s the first time teaching in a classroom – McGarry said teachers' progress is tracked closely. Every eight-week assessment of students' progress is compared to the teachers' own eight-week assessments.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We reward talent, provide an upwardly mobile career path, and give them a reason to believe that this could be a sustainable work-life balance.\"\u003c/aside>\n\u003cp>\"We think that this constant feedback helps them ramp up really quickly,\" McGarry said of new teachers. \"So we do actually use student achievement and student testing as one measure of how we evaluate teachers' effectiveness. But we don’t really have the problem that the Los Angeles School District did, because, first of all teachers walk in knowing this is how they're going to get evaluated, and second, it’s one of multiple measures that we use for their effectiveness.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Other measures include meeting regularly with the principal to work on their professional growth plans, collaborating closely with other teachers, and working with academic coaches. Sometimes classes are videotaped, so teachers and coaches can evaluate the way the class is run play-by-play, and sometimes educators wear microphones and earbuds to get live coaching while they teach.\u003cbr>\n\u003c!--more-->\u003c/p>\n\u003cp>It's all part of the teachers' \"professional growth plan,\" which defines their trajectory at Rocketship. First-year teachers are called “Emerging Fellows” and attend leadership workshops and have the chance to think about whether they want to move ahead in the Rocketship school system.\u003c/p>\n\u003cp>In their second year, teachers are called “Rising Fellows” and, along with their teaching duties, must manage Learning Lab staff, who are typically teachers’ aides. They’re also given the chance to take over managing the school during the fall and the spring for certain increments of time.\u003c/p>\n\u003cp>Third-year educators are called “Principal Fellows” and become more involved in managing the school while going through coaching and professional development.\u003c/p>\n\u003cp>It's an intense program that requires a great deal of motivation to carry through, but that applies to any motivated teacher, not just TFA recruits. McGarry said.\u003c/p>\n\u003cp>\"The TFA burnout problem is frankly the problem that any teacher faces who has promise and drive and motivation, and it’s been going on for years,\" she said. \"It’s because teaching has been a profession that has not rewarded or encouraged innovation or hard work or talent. So we actually have a lot of structural differences in our network that do all those things: reward talent, provide an upwardly mobile career path for teachers, and give them a reason to believe that this could be a sustainable work-life balance.\"\u003c/p>\n\u003cfigure id=\"attachment_11279\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-11279\" title=\"Tiffany Gee\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/Tiffany-Gee-300x241.jpg\" alt=\"\" width=\"300\" height=\"241\">\u003cfigcaption class=\"wp-caption-text\">Tiffany Gee teaches math at Rocketship.\u003c/figcaption>\u003c/figure>\n\u003cp>Teachers give out their phone numbers to students, and students call them. Tiffany Gee, who teaches math at Rocketship Mateo Sheedy, says some students call on a regular basis, but she doesn't necessarily mind because \"it helps them know they have a regular resource they can count on.\"\u003c/p>\n\u003cp>\"A lot of parents don't remember how to do something. It's been a long time since they've done fifth-grade math! So I'm there to help at night,\" she said.\u003c/p>\n\u003cp>Does she wish she had a break in the evenings after intense days of teaching? \"Once in a while I wish I had a break, but for the most part, students are short on the phone,\" she said. \"They’re not calling because they want to bother me. Plus, they have no excuses for not having homework done.\"\u003c/p>\n\u003cp>McGarry says none of this is lost on Rocketship.\u003c/p>\n\u003cp>[module align=\"center\" width=\"half\" type=\"aside\"]\u003c/p>\n\u003ch3>Read more from about Rocketship\u003ca href=\"http://ww2.kqed.org/mindshift/feature/my-education/\">\u003c/a>:\u003c/h3>\n\u003cul>\n\u003cli>\u003cstrong>PART I:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/how-can-an-advanced-student-move-ahead-in-public-school/\">How Can An Advanced Student Move Ahead in Public School?\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART II: \u003c/strong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/hybrid-learning-comes-to-life-at-rocketship/\">Hybrid Learning Comes to Life at Rocketship\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART III:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/rocketships-culture-respectful-empathetic-and-college-bound/\">Rocketship's Culture - Respectful, Empathetic and College-Bound\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART IV:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-to-keep-good-teachers-in-the-game/\">How to Keep Good Teachers in the Game\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART V:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/focus-on-assessments-fuels-rocketships-goals/\">Focus on Assessments Fuels Rocketship's Goals\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART VI:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/a-look-inside-rocketship/\">A Look Inside Rocketship\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART VII:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/five-lessons-learned-from-a-new-charter-school/\">Five Lessons Learned from a New Charter School\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>[/module]\u003c/p>\n\u003cp>\"If we pop into any classroom right now and you ask a teacher how hard they’re working, they’re going to tell you they’re working really hard, so we make no mistake about it,\" she says. \"But, at the network level, we’re absolutely obsessed with figuring out how to make the workload reasonable for teachers, because we want these people in our network for a very long time.\"\u003c/p>\n\u003cp>By offering them a detailed trajectory, avenues to progress within the network even if they're not interested in teaching per se, Rocketship hopes to provide enough incentive to keep them interested in staying.\u003c/p>\n\u003cp>For Gee, who has taught public schools in Gilroy, Calif., and in China, teaching is fulfilling -- at least for now.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"I’m not sure how long I want to be a teacher,\" she says. \"I'm taking it one year at a time. I’ll see where it takes me and where I go from here. I’m not really sure.\"\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1311800403,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":950},"headData":{"title":"How to Keep Good Teachers in the Game | KQED","description":"Engaging, motivated teachers are at the heart of every successful school. For schools like Rocketship, where 75% of teachers come from Teach for America, which recruits mostly recent college grads to commit to two years, finding ways to train and keep them becomes that much more of a priority. What's their strategy? First, they pay","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"11269 http://blogs.kqed.org/mindshift/?p=11269","disqusUrl":"https://ww2.kqed.org/mindshift/2011/05/05/how-to-keep-good-teachers-in-the-game/","disqusTitle":"How to Keep Good Teachers in the Game","path":"/mindshift/11269/how-to-keep-good-teachers-in-the-game","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"size-medium wp-image-11284\" title=\"StudentAndTeacher\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/StudentAndTeacher-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/p>\n\u003cp>Engaging, motivated teachers are at the heart of every successful school. For schools like Rocketship, where 75% of teachers come from \u003ca href=\"http://www.teachforamerica.org\">Teach for America\u003c/a>, which recruits mostly recent college grads to commit to two years, finding ways to train and keep them becomes that much more of a priority.\u003c/p>\n\u003cp>What's their strategy? First, they pay more than typical public schools – on average between 10 and 20 percent more, according to Judith McGarry, Rocketship’s spokesperson.\u003c/p>\n\u003cp>And since most of these teachers are “very young” -- for many of them, it’s the first time teaching in a classroom – McGarry said teachers' progress is tracked closely. Every eight-week assessment of students' progress is compared to the teachers' own eight-week assessments.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We reward talent, provide an upwardly mobile career path, and give them a reason to believe that this could be a sustainable work-life balance.\"\u003c/aside>\n\u003cp>\"We think that this constant feedback helps them ramp up really quickly,\" McGarry said of new teachers. \"So we do actually use student achievement and student testing as one measure of how we evaluate teachers' effectiveness. But we don’t really have the problem that the Los Angeles School District did, because, first of all teachers walk in knowing this is how they're going to get evaluated, and second, it’s one of multiple measures that we use for their effectiveness.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Other measures include meeting regularly with the principal to work on their professional growth plans, collaborating closely with other teachers, and working with academic coaches. Sometimes classes are videotaped, so teachers and coaches can evaluate the way the class is run play-by-play, and sometimes educators wear microphones and earbuds to get live coaching while they teach.\u003cbr>\n\u003c!--more-->\u003c/p>\n\u003cp>It's all part of the teachers' \"professional growth plan,\" which defines their trajectory at Rocketship. First-year teachers are called “Emerging Fellows” and attend leadership workshops and have the chance to think about whether they want to move ahead in the Rocketship school system.\u003c/p>\n\u003cp>In their second year, teachers are called “Rising Fellows” and, along with their teaching duties, must manage Learning Lab staff, who are typically teachers’ aides. They’re also given the chance to take over managing the school during the fall and the spring for certain increments of time.\u003c/p>\n\u003cp>Third-year educators are called “Principal Fellows” and become more involved in managing the school while going through coaching and professional development.\u003c/p>\n\u003cp>It's an intense program that requires a great deal of motivation to carry through, but that applies to any motivated teacher, not just TFA recruits. McGarry said.\u003c/p>\n\u003cp>\"The TFA burnout problem is frankly the problem that any teacher faces who has promise and drive and motivation, and it’s been going on for years,\" she said. \"It’s because teaching has been a profession that has not rewarded or encouraged innovation or hard work or talent. So we actually have a lot of structural differences in our network that do all those things: reward talent, provide an upwardly mobile career path for teachers, and give them a reason to believe that this could be a sustainable work-life balance.\"\u003c/p>\n\u003cfigure id=\"attachment_11279\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-11279\" title=\"Tiffany Gee\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/Tiffany-Gee-300x241.jpg\" alt=\"\" width=\"300\" height=\"241\">\u003cfigcaption class=\"wp-caption-text\">Tiffany Gee teaches math at Rocketship.\u003c/figcaption>\u003c/figure>\n\u003cp>Teachers give out their phone numbers to students, and students call them. Tiffany Gee, who teaches math at Rocketship Mateo Sheedy, says some students call on a regular basis, but she doesn't necessarily mind because \"it helps them know they have a regular resource they can count on.\"\u003c/p>\n\u003cp>\"A lot of parents don't remember how to do something. It's been a long time since they've done fifth-grade math! So I'm there to help at night,\" she said.\u003c/p>\n\u003cp>Does she wish she had a break in the evenings after intense days of teaching? \"Once in a while I wish I had a break, but for the most part, students are short on the phone,\" she said. \"They’re not calling because they want to bother me. Plus, they have no excuses for not having homework done.\"\u003c/p>\n\u003cp>McGarry says none of this is lost on Rocketship.\u003c/p>\n\u003cp>[module align=\"center\" width=\"half\" type=\"aside\"]\u003c/p>\n\u003ch3>Read more from about Rocketship\u003ca href=\"http://ww2.kqed.org/mindshift/feature/my-education/\">\u003c/a>:\u003c/h3>\n\u003cul>\n\u003cli>\u003cstrong>PART I:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/how-can-an-advanced-student-move-ahead-in-public-school/\">How Can An Advanced Student Move Ahead in Public School?\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART II: \u003c/strong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/hybrid-learning-comes-to-life-at-rocketship/\">Hybrid Learning Comes to Life at Rocketship\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART III:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/rocketships-culture-respectful-empathetic-and-college-bound/\">Rocketship's Culture - Respectful, Empathetic and College-Bound\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART IV:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-to-keep-good-teachers-in-the-game/\">How to Keep Good Teachers in the Game\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART V:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/focus-on-assessments-fuels-rocketships-goals/\">Focus on Assessments Fuels Rocketship's Goals\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART VI:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/a-look-inside-rocketship/\">A Look Inside Rocketship\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART VII:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/five-lessons-learned-from-a-new-charter-school/\">Five Lessons Learned from a New Charter School\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>[/module]\u003c/p>\n\u003cp>\"If we pop into any classroom right now and you ask a teacher how hard they’re working, they’re going to tell you they’re working really hard, so we make no mistake about it,\" she says. \"But, at the network level, we’re absolutely obsessed with figuring out how to make the workload reasonable for teachers, because we want these people in our network for a very long time.\"\u003c/p>\n\u003cp>By offering them a detailed trajectory, avenues to progress within the network even if they're not interested in teaching per se, Rocketship hopes to provide enough incentive to keep them interested in staying.\u003c/p>\n\u003cp>For Gee, who has taught public schools in Gilroy, Calif., and in China, teaching is fulfilling -- at least for now.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"I’m not sure how long I want to be a teacher,\" she says. \"I'm taking it one year at a time. I’ll see where it takes me and where I go from here. I’m not really sure.\"\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/11269/how-to-keep-good-teachers-in-the-game","authors":["180"],"categories":["mindshift_193"],"tags":["mindshift_96","mindshift_481","mindshift_487","mindshift_237"],"featImg":"mindshift_11284","label":"mindshift"},"mindshift_5725":{"type":"posts","id":"mindshift_5725","meta":{"index":"posts_1591205157","site":"mindshift","id":"5725","score":null,"sort":[1293130813000]},"guestAuthors":[],"slug":"how-should-teachers-be-evaluated","title":"How Should Teachers Be Evaluated?","publishDate":1293130813,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"http://www.flickr.com/people/pagedooley/\">\u003cimg class=\"size-full wp-image-5729\" title=\"Kevin Dooley\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/Kevin-Dooley.jpg\" alt=\"\" width=\"500\" height=\"355\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2010/12/Kevin-Dooley.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/Kevin-Dooley-400x284.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/Kevin-Dooley-320x227.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp>Should test scores be used as a way to measure teacher performance? The question these days is not so much \"should\"-- but \"how\"?\u003c/p>\n\u003cp>In Massachusetts, teacher unions are attempting to control their own fate by having a hand in creating the guidelines.\u003c/p>\n\u003cp>\u003ca href=\"http://www.boston.com/news/education/k_12/mcas/articles/2010/12/21/boston_union_to_embrace_use_of_student_test_scores_in_teacher_evaluations/?page=2\">From The Boston Globe\u003c/a>:\u003c/p>\n\u003cdiv>\n\u003cblockquote>\u003cp>Many teachers unions around the country, including the state chapter of the American Federation of Teachers, have opposed efforts to include standardized tests such as the MCAS in firing decisions, arguing that such tests fail to capture the full range of learning experiences and penalize teachers charged with educating students from challenging backgrounds. But the association says that the change is inevitable and that teachers would be better off shaping it.\u003c/p>\n\u003cp>“We have to be the architects of reform, rather than the subject of it,’’ said Paul Toner, the union’s president. “We have always said we’re not here to protect bad teachers.’’\u003c/p>\u003c/blockquote>\n\u003cp>Massachusetts' teacher evaluations would be different than other states' in the way they take into account more than just student test scores.\u003c/p>\n\u003cdiv>\n\u003cblockquote>\u003cp>More aggressive states have sought to make test scores the centerpiece of teacher evaluations, worth as much as 50 percent of a teacher’s grade. The association’s approach would not do that. Instead, it would rate teachers based on other factors, including classroom observation, and then use student achievement measures to validate those judgments. If test scores did not match the rest of a teacher’s evaluation, the teacher would be reassessed.\u003c/p>\n\u003cp>Teachers with the highest marks would have the opportunity to earn more money by mentoring and performing other special jobs. Those that do poorly would be put on a one-year improvement plan and be dismissed if they fail to improve. (Teachers with less than three years on the job could be dismissed without a one-year plan.)\u003c/p>\u003c/blockquote>\n\u003cp>At a time when the Internet is making evaluations more transparent and public, and with ever-more attention being focused on student achievement, it seems like a smart move for educators to define how they'll be evaluated.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1293130930,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":355},"headData":{"title":"How Should Teachers Be Evaluated? | KQED","description":"Should test scores be used as a way to measure teacher performance? The question these days is not so much "should"-- but "how"? In Massachusetts, teacher unions are attempting to control their own fate by having a hand in creating the guidelines. From The Boston Globe: Many teachers unions around the country, including the state","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"5725 http://blogs.kqed.org/mindshift/?p=5725","disqusUrl":"https://ww2.kqed.org/mindshift/2010/12/23/how-should-teachers-be-evaluated/","disqusTitle":"How Should Teachers Be Evaluated?","path":"/mindshift/5725/how-should-teachers-be-evaluated","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/people/pagedooley/\">\u003cimg class=\"size-full wp-image-5729\" title=\"Kevin Dooley\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/Kevin-Dooley.jpg\" alt=\"\" width=\"500\" height=\"355\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2010/12/Kevin-Dooley.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/Kevin-Dooley-400x284.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/Kevin-Dooley-320x227.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp>Should test scores be used as a way to measure teacher performance? The question these days is not so much \"should\"-- but \"how\"?\u003c/p>\n\u003cp>In Massachusetts, teacher unions are attempting to control their own fate by having a hand in creating the guidelines.\u003c/p>\n\u003cp>\u003ca href=\"http://www.boston.com/news/education/k_12/mcas/articles/2010/12/21/boston_union_to_embrace_use_of_student_test_scores_in_teacher_evaluations/?page=2\">From The Boston Globe\u003c/a>:\u003c/p>\n\u003cdiv>\n\u003cblockquote>\u003cp>Many teachers unions around the country, including the state chapter of the American Federation of Teachers, have opposed efforts to include standardized tests such as the MCAS in firing decisions, arguing that such tests fail to capture the full range of learning experiences and penalize teachers charged with educating students from challenging backgrounds. But the association says that the change is inevitable and that teachers would be better off shaping it.\u003c/p>\n\u003cp>“We have to be the architects of reform, rather than the subject of it,’’ said Paul Toner, the union’s president. “We have always said we’re not here to protect bad teachers.’’\u003c/p>\u003c/blockquote>\n\u003cp>Massachusetts' teacher evaluations would be different than other states' in the way they take into account more than just student test scores.\u003c/p>\n\u003cdiv>\n\u003cblockquote>\u003cp>More aggressive states have sought to make test scores the centerpiece of teacher evaluations, worth as much as 50 percent of a teacher’s grade. The association’s approach would not do that. Instead, it would rate teachers based on other factors, including classroom observation, and then use student achievement measures to validate those judgments. If test scores did not match the rest of a teacher’s evaluation, the teacher would be reassessed.\u003c/p>\n\u003cp>Teachers with the highest marks would have the opportunity to earn more money by mentoring and performing other special jobs. Those that do poorly would be put on a one-year improvement plan and be dismissed if they fail to improve. (Teachers with less than three years on the job could be dismissed without a one-year plan.)\u003c/p>\u003c/blockquote>\n\u003cp>At a time when the Internet is making evaluations more transparent and public, and with ever-more attention being focused on student achievement, it seems like a smart move for educators to define how they'll be evaluated.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/5725/how-should-teachers-be-evaluated","authors":["180"],"categories":["mindshift_194"],"tags":["mindshift_237"],"featImg":"mindshift_5729","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2021/12/CodeSwitchLifeKit_StationGraphics_300x300EmailGraphic.png","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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