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Observed Teacher Profiles in the Measures of Effective Teaching Study

In the past decade in the United States, teacher evaluation metrics have expanded rapidly as a means of promoting student learning and spurring improvement in the teaching profession. The use of multiple measures to measure teacher effectiveness is now commonplace. This paper describes in detail multi-dimensional profiles of teachereffectiveness using data from the Measures of Effective Teaching (MET) study and examines teacher and student characteristics associated with these profiles. Principal componentand cluster analysis enabled the detection of patterns that fit profiles of emotional, instructional, and achievement support in which teachers of most skill levels exhibit relative strengths and weaknesses. The bottom 5% of teachers in terms of quality (i.e., Below Standard) exhibited low scores across all three dimensions. Teachers in the 6th-50th percentiles (i.e., Developing) exhibited low to below average scores on two dimensions with a third relatively stronger dimension in which scores were slightly above average.Teachers in the 51st-95th percentiles (i.e., Proficient) teachers exhibited above average to high scores across two of the dimensions with a third relatively weaker dimension in which scores were slightly below average. The top 5% of teachers (i.e., Exemplary) exhibited high scores on all three of the dimensions. Below Standard and Developing teachers tended to teach in middle schools with disproportionate representations of economically disadvantaged ethnic minority students, suggesting that the children who need the highest quality educational experiences have teachers who are struggling the most to provide it. ,Keywords: teacher effectiveness, composite measures, cluster analysis ,

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