Attachment_B-__TPrepPD_Vendor_Collaboration_Webinar_Slides.pptx

Impact Evaluation to Inform Teacher Preparation and Professional Development

Fiscal year 2016 Tracking #IESE160017AP Solicitation Number ED-IES-16-R-0011

Webinar Agenda Introductions: The U.S. Department of Education’s Acquisition Team

Vendor Collaboration Webinar Protocol

Overview: Impact Evaluation to Inform Teacher Preparation and Professional Development

Closing Remarks and Next Steps

Introductions Betsy Warner, Contracting Officer’s Representative – Institute of Education Sciences(IES)/National Center for Education Evaluation and Regional Assistance (NCEE)

Veronica L. Price, Sr. Contracting Officer – OCFO/Contracts and Acquisitions Management (CAM)

Sadaf Afkhami, Contract Specialist – OCFO/Contracts and Acquisitions Management (CAM)

Diana F. McCallum (DFM) - Should IES leadership do the IES introductions?

Motivation Interested in substantial contribution to inform effective strategies to support both pre-service and in-service teachers

Policy relevance – providing evidence to inform Title II expenditures and state certification requirements

There is widespread agreement that teachers are an important factor in student learning. In addition, there is ample evidence of wide variation in teacher effectiveness. Of course, no student deserves a less effective teacher. The elusive questions are:

How do we ensure a minimal level of teacher effectiveness? And

What are the high leverage supports or practices that improve teacher performance?

Getting a good handle on this, would go a long way to addressing how to

Improve teacher performance (PD- existing workforce) Increase the level of novice teachers (Teacher prep- upcoming workforce)

Other issues:

What are minimal competencies; what competencies are needed for teacher effectiveness; what strategies/supports can improve upon competencies and effectiveness

All of these help with shaping PD expenditures, preparation practices, certificaiton

Study Objectives Focus on classroom practice with systematic performance information and feedback variation in treatment intensity (with and without feedback), and variation in study sample (novice and early career teachers) Rich data collection to document treatments as implemented and to document baseline competencies Impact and correlational analyses to inform treatment effectiveness and improvements in teacher preparation, professional development, and certification

Practice-feedback; practice-feedback is often cited as an effective way to learn complicated practices. Such a strategy (clinical experience) is a major aspect of training in fields like aviation and medicine.

This study is purposely rich in the scope of who is included, the nature of the treatments, and the data collections to address a host of issues

-analyses to inform PD, prep and certification

Study Design

Novice Teachers (300) T1a C T2 Early Career Teachers (200) T1b C T1a – repeated videotaping, high-quality ratings of classroom practice, and high-quality feedback during first year of teaching T2 – repeated videotaping with ratings of classroom practice, no formal feedback T1b – repeated videotaping with ratings of classroom practice, and high-quality feedback during the year for early career teachers C – usual support (typically unsystematic, fairly basic and not intensive and not based on video)

Explain study design

Key Research Questions What is the impact on student achievement of multiple feedback sessions using videos of a teacher’s own classroom practice for improving novice teachers’ effectiveness?

What is the impact on student achievement of using multiple videos of a teacher’s own classroom practice as a tool for self-reflection to improve novice teachers’ effectiveness?

What is the impact on student achievement of multiple feedback sessions using videos of a teacher’s own classroom practice for improving early career teachers’ effectiveness?

These are the impact RQ

However, data analyses from this study design can address a host of issues mentioned in the study purpose slide

Central Tasks Selecting Intervention Provider(s) Key issues - High quality materials and strategy; Effective use of technology; Capacity with high-quality staff

District and teacher recruitment Novice teachers initially; early career teachers later

Study refinement Data to be collected and instrumentation key Integration of various study components and attention to informing policy

Intervention and Implementation Support Implementation with fidelity

Central Tasks (cont.)

Data Collection by Study Design

(T1b, also used for first observation session)

(near end of implementation year)

(implementation year)

Central Tasks (cont.)

Analysis and Reporting

Impact report (1) on full intervention (repeated videotaping, classroom practice ratings, feedback) and less intensive intervention (repeated videotaping, classroom practice ratings, no feedback)- novice teachers

Impact report (2) on full intervention (repeated videotaping, classroom practice ratings, feedback) – early career teachers

Synthesis report (3) of reports 1 and 2, including impact on student achievement of full intervention the year after implementation is completed

Period of Performance

(Months 1-18) Option Period I Finalize novice teacher intervention and data collection; Recruit early career teachers; Begin implementation of early career teacher study 19 months (Months 12-30) Option Period II Finalize early career teacher intervention and data collection; Data analyses, TWG, and preparation for novice teacher report 19 months (Months 24-42) Option Period III Data analyses and TWG for early career teacher report and synthesis report; Initial writing early career teacher report 19 months (Months 36-54)

(Months 48-69)

Key Expertise, Qualifications IES will require the contractor to possess expertise:

in implementing and supporting an intervention study and collecting data on a large scale in collecting data on a large scale with content knowledge in teacher preparation, certification, and professional development in integrating complex analyses with using findings to inform policy In writing complicated analyses for a policy-relevant report

Key Proposal Content Demonstrate:

Content knowledge and how findings from this evaluation fit into existing knowledge and might advance knowledge Clear and policy relevant writing Attentiveness to Strategies that implement policy relevant interventions with fidelity, and Data collection, impact analyses (main and subgroups), and correlational analyses that inform policy and program improvement

Closing Remarks & Next Steps All webinar related questions must be submitted to the CS & CO by 2 pm (ET) on April 12, 2016

Responses will be posted on www.FBO.gov on April 18, 2016

Capability Statements are due 2:00 PM (ET), April 20, 2016

RFP’s anticipated release date: Mid-May 2016 image2.png image3.tiff