How Do We Know Teacher Professional Development Is Working? : Measuring Changes in Teaching Practices in the Classroom
The teaching that students receive in the classroom is the most important school-based determinant of student learning. The objective of this note is to provide guidance on how to: (1) establish a numerical indicator to measure changes in teaching...
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World Bank, Washington, DC
2021
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| Online Access: | http://documents.worldbank.org/curated/undefined/983991639112392071/Guidance-Note http://hdl.handle.net/10986/36762 |
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okr-10986-367622021-12-22T05:11:03Z How Do We Know Teacher Professional Development Is Working? : Measuring Changes in Teaching Practices in the Classroom Luna-Bazaldua, Diego del Toro Mijares, Ana Teresa Molina, Ezequiel Pushparatnam, Adelle TEACHER EFFECTIVENESS TEACHING PRACTICE OBSERVATION TOOL EDUCATION QUALITY TEACHER PROFESSIONAL DEVELOPMENT The teaching that students receive in the classroom is the most important school-based determinant of student learning. The objective of this note is to provide guidance on how to: (1) establish a numerical indicator to measure changes in teaching practices through the use of classroom observation tools for use in education projects, and (2) produce a benchmark to compare changes in teaching practices through this indicator. The way that teachers interact with their students in the classroom makes all the difference in ensuring students’ academic and socioemotional learning. For this reason, education projects that seek to improve student learning frequently include components focused on improving teaching practices through interventions such as modifying the curriculum, improving pre-service or in-service teacher training, and integrating additional instructional support to the classroom through the use of structured instructional material or technology. This note provides guidance on how to establish a numerical indicator to measure teaching practices through classroom observation tools, and how to benchmark this indicator to track changes in teaching practices over time for use in educational interventions. This guidance is structured through a three-step process: step 1, selecting an appropriate classroom observation tool; step 2, selecting an indicator to track teaching practices using that tool; and step 3, establishing a reasonable benchmarking target for the chosen indicator. 2021-12-21T21:36:35Z 2021-12-21T21:36:35Z 2021-12-10 Report http://documents.worldbank.org/curated/undefined/983991639112392071/Guidance-Note http://hdl.handle.net/10986/36762 English CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank World Bank, Washington, DC Economic & Sector Work Economic & Sector Work :: Other Education Study |
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Digital Repository |
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Foreign Institution |
| institution |
Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English |
| topic |
TEACHER EFFECTIVENESS TEACHING PRACTICE OBSERVATION TOOL EDUCATION QUALITY TEACHER PROFESSIONAL DEVELOPMENT |
| spellingShingle |
TEACHER EFFECTIVENESS TEACHING PRACTICE OBSERVATION TOOL EDUCATION QUALITY TEACHER PROFESSIONAL DEVELOPMENT Luna-Bazaldua, Diego del Toro Mijares, Ana Teresa Molina, Ezequiel Pushparatnam, Adelle How Do We Know Teacher Professional Development Is Working? : Measuring Changes in Teaching Practices in the Classroom |
| description |
The teaching that students receive in
the classroom is the most important school-based determinant
of student learning. The objective of this note is to
provide guidance on how to: (1) establish a numerical
indicator to measure changes in teaching practices through
the use of classroom observation tools for use in education
projects, and (2) produce a benchmark to compare changes in
teaching practices through this indicator. The way that
teachers interact with their students in the classroom makes
all the difference in ensuring students’ academic and
socioemotional learning. For this reason, education projects
that seek to improve student learning frequently include
components focused on improving teaching practices through
interventions such as modifying the curriculum, improving
pre-service or in-service teacher training, and integrating
additional instructional support to the classroom through
the use of structured instructional material or technology.
This note provides guidance on how to establish a numerical
indicator to measure teaching practices through classroom
observation tools, and how to benchmark this indicator to
track changes in teaching practices over time for use in
educational interventions. This guidance is structured
through a three-step process: step 1, selecting an
appropriate classroom observation tool; step 2, selecting an
indicator to track teaching practices using that tool; and
step 3, establishing a reasonable benchmarking target for
the chosen indicator. |
| format |
Report |
| author |
Luna-Bazaldua, Diego del Toro Mijares, Ana Teresa Molina, Ezequiel Pushparatnam, Adelle |
| author_facet |
Luna-Bazaldua, Diego del Toro Mijares, Ana Teresa Molina, Ezequiel Pushparatnam, Adelle |
| author_sort |
Luna-Bazaldua, Diego |
| title |
How Do We Know Teacher Professional Development Is Working? : Measuring Changes in Teaching Practices in the Classroom |
| title_short |
How Do We Know Teacher Professional Development Is Working? : Measuring Changes in Teaching Practices in the Classroom |
| title_full |
How Do We Know Teacher Professional Development Is Working? : Measuring Changes in Teaching Practices in the Classroom |
| title_fullStr |
How Do We Know Teacher Professional Development Is Working? : Measuring Changes in Teaching Practices in the Classroom |
| title_full_unstemmed |
How Do We Know Teacher Professional Development Is Working? : Measuring Changes in Teaching Practices in the Classroom |
| title_sort |
how do we know teacher professional development is working? : measuring changes in teaching practices in the classroom |
| publisher |
World Bank, Washington, DC |
| publishDate |
2021 |
| url |
http://documents.worldbank.org/curated/undefined/983991639112392071/Guidance-Note http://hdl.handle.net/10986/36762 |
| _version_ |
1764485839012757504 |