About the Editors ix About the Contributors xi About the Bill & Melinda Gates Foundation xix Chapter 1: Why Measure Effective Teaching? 1 Jeff Archer, Kerri A. Kerr, and Robert C. Pianta SECTION 1: Using Data for Feedback and Evaluation 7 Chapter 2: Grade-Level Variation in Observational Measures of Teacher Effectiveness 9 Kata Mihaly and Daniel F. McCaffrey Chapter 3: Improving Observational Score Quality: Challenges in Observer Thinking 50 Courtney A. Bell, Yi Qi, Andrew J. Croft, Dawn Leusner, Daniel F. McCaffrey, Drew H. Gitomer, and Robert C.
Pianta Chapter 4: How Framework for Teaching and Tripod 7Cs Evidence Distinguish Key Components of Effective Teaching 98 Ronald F. Ferguson with Charlotte Danielson Chapter 5: Making Decisions with Imprecise Performance Measures: The Relationship Between Annual Student Achievement Gains and a Teacher's Career Value Added 144 Douglas O. Staiger and Thomas J. Kane Chapter 6: To What Extent Do Student Perceptions of Classroom Quality Predict Teacher Value Added? 170 Stephen W. Raudenbush and Marshall Jean SECTION 2: Connecting Evaluation Measures with Student Learning 203 Chapter 7: Combining Classroom Observations and Value Added for the Evaluation and Professional Development of Teachers 205 Erik A. Ruzek, Christopher A. Hafen, Bridget K. Hamre, and Robert C.
Pianta Chapter 8: Classroom Observation and Value-Added Models Give Complementary Information About Quality of Mathematics Teaching 234 Candace Walkington and Michael Marder Chapter 9: Does the Test Matter? Evaluating Teachers When Tests Differ in Their Sensitivity to Instruction 278 Morgan S. Polikoff Chapter 10: Understanding Instructional Quality in English Language Arts: Variations in PLATO Scores by Content and Context 303 Pam Grossman, Julie Cohen, and Lindsay Brown Chapter 11: How Working Conditions Predict Teaching Quality and Student Outcomes 332 Ronald F. Ferguson with Eric Hirsch SECTION 3: The Properties of Evaluation Systems: Issues of Quality, Underlying Frameworks, and Design Decisions 381 Chapter 12: Evaluating Efforts to Minimize Rater Bias in Scoring Classroom Observations 383 Yoon Soo Park, Jing Chen, and Steven L. Holtzman Chapter 13: Scoring Design Decisions: Reliability and the Length and Focus of Classroom Observations 415 Jilliam N. Joe, Catherine A. McClellan, and Steven L. Holtzman Chapter 14: Assessing Quality Teaching in Science 444 Susan E. Schultz and Raymond L.
Pecheone Chapter 15: Evidence on the Validity of Content Knowledge for Teaching Assessments 493 Drew H. Gitomer, Geoffrey Phelps, Barbara H. Weren, Heather Howell, and Andrew J. Croft Chapter 16: Optimizing Resources to Maximize Student Gains 529 Catherine A. McClellan, John R. Donoghue, and Robert Pianta Conclusion: Measuring Effective Teaching--The Future Starts Now 583 Robert Pianta and Kerri A. Kerr Author Index 591 Subject Index 599.