Saint Louis College

City of San Fernando, La Union

SCHOOL OF ADVANCED STUDIES

EDUC 258 (Analysis of Teaching and Educational Supervision)

Teacher Effectiveness
Defining Teacher Effectiveness

❖ in the narrowest sense, refers to a teacher’s ability to improve student learning as

measured by student gains on standardized achievement tests. Although this is one
important aspect of teaching ability, it is not a comprehensive and robust view of
teacher effectiveness (Little, Goe & Bell, 2009).
❖ the impact that classroom factors, such as teaching methods, teacher expectations,
classroom organization, and use of classroom resources, have on students’
performance (Campbell, Kyriakides, Muijs, & Robinson, 2004).
❖ Five-point Definition of Teacher Effectiveness (Goe, Bell & Little, 2008)
➢ Effective teachers have high expectations for all students and help students
learn, as measured by value-added or other test-based growth measures, or
by alternative measures.
➢ Effective teachers contribute to positive academic, attitudinal, and social
outcomes for students such as regular attendance, on-time promotion to the
next grade, on-time graduation, self-efficacy, and cooperative behavior.
➢ Effective teachers use diverse resources to plan and structure engaging
learning opportunities; monitor student progress formatively, adapting
instruction as needed; and evaluate learning using multiple sources of
evidence.
➢ Effective teachers contribute to the development of classrooms and schools
that value diversity and civic-mindedness.
➢ Effective teachers collaborate with other teachers, administrators, parents,
and education professionals to ensure student success, particularly the
success of students with special needs and those at risk for failure.

Effective Teaching
Devlin and Samarawickrema (2010) proposed ten principles of effective teaching strategy.
1. Teaching and curriculum design need to be focused on meeting students’ future
needs, implying the development in students of generic capabilities such as critical
thinking, teamwork and communication skills, amongst others.
2. Students must have a thorough understanding of fundamental concepts even if that
means less content is covered.
3. The relevance of what is taught must be established by using real-life, current and/or
local examples and by relating theory to practice.
4. Student beliefs must be challenged to deal with misconceptions.
5. A variety of learning tasks that engage students, including student discussion, need
to occur in order that meaningful learning takes place.
6. Genuine, empathetic relationships with individual students should be established so
that interaction can take place.
 7. Teachers should motivate students through displaying their own enthusiasm,
encouraging students and providing interesting, enjoyable and active classes.
8. Curriculum design should ensure that aims, concepts, learning activities and
assessment are consistent with achieving learning outcomes related to future student
needs.
9. Each lesson must be thoroughly planned but flexible so that necessary adaptations
may be made based on feedback during the class.
10. Assessment must be consistent with the desired learning outcomes and should,
therefore, be authentic tasks for the discipline or profession.

Domains of Teacher Expertise (Guillaume, 2015)

Subject-Matter - Understanding human learning and the many factors (e.g.,
Knowledge culture and context) that affect it
- Holding rich, organized understanding of the content and how
it is used
- Using specialized knowledge to help students build accurate
and deep understandings of the content

Planning - Assessing and using students’ background knowledge and

incorporating it into instruction
- Setting and communicating clear learning goals
- Creating and selecting learning experiences appropriate for
students and goals
- Creating and selecting a rich variety of resources to enrich
learning

Instruction - Committing to students and their ability to learn

- Providing instruction aligned with communicated goals
- Building connections with previous learning
- Making content understandable for all students
- Teaching for meaning, critical thinking, problem solving, and
creative thinking
- Monitoring student responses and adjusting instruction

Assessment - Creating or selecting assessment strategies consistent with

learning goals and student needs
- Measuring learning for groups and individuals
- Using multiple measures to assess growth

Classroom - Creating safe climates that promote fairness, autonomy, and

Management and respect
Discipline - Setting norms for social interaction
- Establishing and maintaining standards of student behavior
- Using routines, procedures, and time effectively

Professional - Modeling traits of an educated person

Growth - Reflecting on goals and practice
- Building professional relationships
 - Working with families, communities, and the profession

Measuring Teacher Effectiveness

Below are several methods of evaluating teacher effectiveness (Little, Goe, & Bell, 2009):
Measure Description Strengths Cautions
Value-added models Statistical models used to - Provides a way to - Models are not able to
determine teachers’ evaluate teachers on sort out teacher effects
contributions to students’ their contribution to from classroom effects.
test score gains. student learning, which
most measures do not. - Vertical test alignment
May also be used as a is assumed (i.e., tests
research tool (e.g., - Requires no classroom are measuring
determining the visits because linked essentially the same
distribution of “effective” student/teacher data can thing from grade to
teachers by student or be analyzed at a grade).
school characteristics). distance.
- Value-added scores are
- Entails little burden at not useful for formative
the classroom or school purposes because
level. teachers learn nothing
about how their
practices contributed to
- May be useful for (or impeded) student
identifying outstanding learning.
teachers whose
classrooms can serve as - Value-added measures
“learning labs” as well are controversial
as struggling teachers in because their measure
need of support. only teachers’
contributions to student
achievement gains on
standardized tests.

Classroom Observation Classroom observations - Provides rich - Choosing or creating a

are used to measure information about valid and reliable
observable classroom classroom behaviors and protocol and training
processes, including activities. and calibrating raters
specific teacher are essential to
practices, holistic - Is credible – generally obtaining valid results.
aspects of instruction, considered a fair and
and interactions between direct measure by - Expensive due to cost of
teachers and students. stakeholders. observers’ time;
intensive training and
They can measure broad, - Depending on the calibrating of observers
overarching aspects of protocol, can be used in adds to expense but is
teaching, or subject- various subjects, grades, necessary for validity.
specific or context- and contexts.
specific aspects of - Assesses observable
practice. - Can provide information classroom behaviors,
useful for both formative but not as useful for
and summative assessing beliefs,
purposes. feelings, intentions, or
out-of-school classroom
activities.

Principal Evaluation Generally based on - Represents a useful - Evaluation instruments

classroom observation, perspective based on used without proper
 may be structured or principal’s knowledge of training or regard for
unstructured; procedures their school and context. their intended purpose
and uses vary widely by will impair validity.
district. - Is generally feasible and
can be one useful - Principals may not be
Generally used for component in a system qualified to evaluate
summative purposes, used to make summative teachers on measures
most commonly for judgments and provide highly specialized for
tenure or dismissal formative feedback. certain subjects or
decisions for beginning contexts.
teachers.

Analysis of Classroom Structured protocols - Can be useful measure - More validity and
Artifacts used to analyze of instructional quality if reliability research is
classroom artifacts in a validated protocol is needed.
order to determine the used, if raters are well-
quality of instruction in a trained for reliability, - Training
classroom. and if assignments show knowledgeable scorers
sufficient variation on can be costly but is
Artifact examples: lesson quality. necessary to ensure
plans, teacher validity.
assignments, - Is practical and feasible
assessments, scoring because artifacts have - This measure may be a
rubrics, and student been created for the compromise in terms of
work. classroom. feasibility and validity
between full
observation and less
direct measures such as
self-report.

Portfolios A collection of teaching - Is comprehensive, can - This measure is time-

materials and artifacts measure aspects of consuming for teachers
assembled by the teaching that are not and scorers; scorers
teacher to document a readily observable in should have content
large range of teaching the classroom. knowledge of the
behaviors and portfolios they score.
responsibilities. - Can be used with
teachers of all fields. - Stability of scores may
Has been used widely in not be high enough to
teacher education - Has a high level of use for high-stakes
programs for assessing credibility among assessment.
the performance of stakeholders.
teacher candidates and - Portfolios are difficult to
beginning teachers. - Is a useful tool for standardized (compare
teacher reflection and across teachers or
improvement. schools).

- Portfolios represent
teachers’ exemplary
work but may not
reflect everyday
classroom activities.

Self-Report of Practice Teacher reports of their - Can measure - Reliability and validity
practices, techniques, unobservable factors of self-report has not
intentions, beliefs and that may affect teaching been fully established
other teaching elements such as knowledge, and depends on
assessed through intentions, expectations, instrument used.
surveys, instructional and beliefs.
logs, or interviews. - Using or creating a
well-developed and
 Measures cover a broad - Provides the unique validated instrument
spectrum and can vary perspective of the will decrease cost-
widely in focus and level teacher. efficiency but will
of detail. increase accuracy of
- Is feasible and cost- findings.
efficient; can collect
large amounts of - This measure should not
information at once. be used as the sole or
primary measure in
teacher evaluation.

Student Evaluation Surveys or rating scales - Provides perspective of - Student ratings have not
used to gather student students, who have the been validated for use
opinions or judgments most experience of in summative
about teaching practice teachers. assessment and should
and to provide not be used as the sole
information about - Can provide formative or primary measure of
teaching as perceived by information to help teacher evaluation.
students. teachers improve
practice in a way that - Students cannot provide
Measures can vary will connect with information on aspects
widely in focus and level students. of teaching such as
of detail. teacher’s content
- Can potentially provide knowledge, curriculum
ratings as accurate as fulfilment, or
those provided by adult professional activities.
raters.

Results-based Performance Management System-Philippine Professional Standards

for Teachers (RPMS-PPST)
The Department of Education, through the DM 004, s. 2022, aims to complete the full cycle of
embedding the 37 PPST indicators into teachers’ performance. The DM further provides for
the guidelines on the performance management and appraisal of teachers.
Detailed Activities in Each Phase of the RPMS Cycle
(Note: Dates for the SY 2021-2022 were not included in the table)

Phases of the RPMS Cycle Task/ Activity Person(s) Responsible

Start of RPMS cycle and start Ratees
of portfolio collection
PHASE I Self-assessment with initial Ratees
Performance Planning and Development Planning
Commitment Capacity Building Activities/ Regional Office/ Schools
Presentation of RPMS Tools Division Office/ School
in the time of COVID-19 Head/ Raters
National Orientation Central Office

PHASE II Monitoring and Coaching School Head/ Raters

Performance Monitoring Mid-Year Review* with School Head/ Raters/ Ratees
and Coaching Development Planning
 PHASE III Year-end Review* Raters, Ratees, and
Performance Review and Approving Authorities
Evaluation

PHASE IV Ways Forward Development Ratees

Performance Rewarding and Planning
Development Planning IPCRF Data Collection School Head/ Raters

Source: DepEd Memo 004, s. 2022

Source: DO 004, s. 2022

Sample Performance Indicators in the RPMS (Results-based Performance
Management System) Tools

For Proficient Teachers (Teacher I-III):

Key Result Area (KRA) 1: Content Knowledge and Pedagogy
1. Applied knowledge of content within and across curriculum teaching areas
2. Used research-based knowledge and principles of teaching and learning to enhance
professional practice
3. Displayed proficient use of Mother Tongue, Filipino and English to facilitate teaching
and learning
4. Used effective verbal and non-verbal classroom communication strategies to support
learner understanding, participation, engagement and achievement

Key Result Area (KRA) 2: Learning Environment

5. Established safe and secure learning environments to enhance learning through the
consistent implementation of policies, guidelines and procedures
6. Maintained learning environments that promote fairness, respect and care to
encourage learning
7. Maintained learning environments that nurture and inspire learners to participate,
cooperate and collaborate in continued learning
8. Applied a range of successful strategies that maintain learning environments that
motivate learners to work productively by assuming responsibility for their own
learning
9. Designed, adapted and implemented teaching strategies that are responsive to
learners with disabilities, giftedness and talents

Key Result Area (KRA) 3: Diversity of Learners, Curriculum and Planning, &
Assessment and Reporting
10. Adapted and used culturally appropriate teaching strategies to address the needs of
learners from indigenous groups
11. Adapted and implemented learning programs that ensure relevance and
responsiveness to the needs of all learners
12. Utilized assessment data to inform the modification of teaching and learning practices
and programs

Key Result Area (KRA) 4: Community Linkages and Professional Engagement &
Personal Growth and Professional Development
13. Maintained learning environments that are responsive to community contexts
14. Reviewed regularly personal teaching practice using existing laws and regulations
that apply to the teaching profession and the responsibilities specified in the Code of
Ethics for Professional Teachers
15. Complied with and implemented school policies and procedures consistently to
foster harmonious relationships with learners, parents and other stakeholders
16. Applied a personal philosophy of teaching that is learned-centered
17. Adopted practices that uphold the dignity of teaching as a profession by exhibiting
qualities such as caring attitude, respect and integrity
18. Set professional development goals based on the Philippine Professional Standards
for Teachers
Key Result Area (KRA) 5: Plus Factor
19. Performed various related works/ activities that contribute to the teaching-learning
process

Addressing Student Diversity

Given that students’ diversity can make an important contribution to their effective learning,
critical academic skills, and ultimately critical thinking, the teachers need to adopt many
strategies of valuing diversity to enhance their learning (Wu et al., 2012). Guillaume (2015)
offers characteristics of inclusive and responsive teachers:
1. Pursue understanding and continuous learning
- Recognize their own biases and the limits of their knowledge
- Gather, analyze, and use data to replace assumptions and ignorance
- Focus learning efforts on self, students, families, and the profession

2. Display attitudes and build relationships of acceptance, trust, support, and high
expectations
- Incorporate unfolding knowledge of students and families
- View differences as normal
- Build authentic relationships of warmth and trust
- Set and communicate high expectations, pushing students to succeed
- Do what it takes to support student success

3. Use inclusive and responsive instructional and assessment approaches

- Incorporate unfolding understanding of students
- Use a full range of resources to meet student needs
- Use recognized approaches and strategies for meeting student needs
- Include student choice and meaning-based approaches

4. Use inclusive and responsive management approaches

- Maximize learning through a task-focused, structured environment
- Focus on community building and authentic relationships
- Employ democratic practices
- Work toward self-control
References:
DepEd Memorandum Order 004, s. 2022. Implementation of the Results-based Performance
Management System – Philippine Professional Standards for Teachers for School Year
2021-2022.
Devlin, M., & Samarawickrema, G. (2010). The criteria of effective teaching in a changing
higher education context. Higher Education Research & Development, 29, 111-124.
http://dx.doi.org/10.1080/07294360903244398
Goe, L., Bell, C., & Little, O. (2008). Approaches to evaluating teacher effectiveness: A
research synthesis. Washington, DC: National Comprehensive Center for Teacher
Quality.
Guillaume, A. M. (2015). K-12 Classroom teaching: A primer for new professionals (All
Inclusive), 4th Edition. 2-21. Pearson Higher Education.
Campbell, R. J., Kyriakides, L., Muijs, R. D., & Robinson, W. (2004). Differentiated teacher
effectiveness: Framing the concept. In Assessing teacher effectiveness: Developing a
differentiated model. 3-11. New York: Routledge.
Little, O., Goe, L., & Bell, C. (2009). A Practical Guide to Evaluating Teacher Effectiveness.
National Comprehensive Center for Teacher Quality.
Wu, R., Tu, Y., Wu, R., Le, Q., & Reynolds, B. (2012). An action research case study on
students’ diversity in the classroom: Focus on students’ diverse learning progress.
International Journal of Innovative Interdisciplinary Research, (2). 142-150.