82 FR 12450 - Agency Information Collection Activities; Comment Request; Impact Study of Feedback for Teachers Based on Classroom Videos

DEPARTMENT OF EDUCATION

Federal Register Volume 82, Issue 41 (March 3, 2017)

In accordance with the Paperwork Reduction Act of 1995 (44 U.S.C. chapter 3501 et seq.), ED is proposing a new information collection.

[Federal Register Volume 82, Number 41 (Friday, March 3, 2017)]
[Notices]
[Pages 12450-12451]
From the Federal Register Online  [www.thefederalregister.org]
[FR Doc No: 2017-04114]


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DEPARTMENT OF EDUCATION

[Docket No. ED-2017-ICCD-0017]


Agency Information Collection Activities; Comment Request; Impact 
Study of Feedback for Teachers Based on Classroom Videos

AGENCY: Department of Education (ED), Institute of Education Sciences 
(IES)

ACTION: Notice

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SUMMARY: In accordance with the Paperwork Reduction Act of 1995 (44 
U.S.C. chapter 3501 et seq.), ED is proposing a new information 
collection.

DATES: Interested persons are invited to submit comments on or before 
May 2, 2017.

ADDRESSES: To access and review all the documents related to the 
information collection listed in this notice, please use http://www.regulations.gov by searching the Docket ID number ED-2017-ICCD-
0017. Comments submitted in response to this notice should be submitted 
electronically through the Federal eRulemaking Portal at http://www.regulations.gov by selecting the Docket ID number or via postal 
mail, commercial delivery, or hand delivery. Please note that comments 
submitted by fax or email and those submitted after the comment period 
will not be accepted. Written requests for information or comments 
submitted by postal mail or delivery should be addressed to the 
Director of the Information Collection Clearance Division, U.S. 
Department of Education, 400 Maryland Avenue SW., LBJ, Room 224-84, 
Washington, DC 20202-4537.

FOR FURTHER INFORMATION CONTACT: For specific questions related to 
collection activities, please contact Elizabeth Warner, 202-245-7744.

SUPPLEMENTARY INFORMATION: The Department of Education (ED), in 
accordance with the Paperwork Reduction Act of 1995 (PRA) (44 U.S.C. 
3506(c)(2)(A)), provides the general public and Federal agencies with 
an opportunity to comment on proposed, revised, and continuing 
collections of information. This helps the Department assess the impact 
of its information collection requirements and minimize the public's 
reporting burden. It also helps the public understand the Department's 
information collection requirements and provide the requested data in 
the desired format. ED is soliciting comments on the proposed 
information collection request (ICR) that is described below. The 
Department of Education is especially interested in public comment 
addressing the following issues: (1) Is this collection necessary to 
the proper functions of the Department; (2) will this information be 
processed and used in a timely manner; (3) is the estimate of burden 
accurate; (4) how might the Department enhance the quality, utility, 
and clarity of the information to be collected; and (5) how might the 
Department minimize the burden of this collection on the respondents, 
including through the use of information technology. Please note that 
written comments received in response to this notice will be considered 
public records.

[[Page 12451]]

    Title of Collection: Impact Study of Feedback for Teachers Based on 
Classroom Videos.
    OMB Control Number: 1850--NEW.
    Type of Review: A new information collection.
    Respondents/Affected Public: Individuals or Households.
    Total Estimated Number of Annual Responses: 3,792.
    Total Estimated Number of Annual Burden Hours: 1,633.
    Abstract: The goal of this evaluation is to examine the impact of 
video-based observations and feedback on the classroom practices and 
student achievement of novice teachers (in their first year of 
teaching) and early career teachers (in their second through fourth 
years of teaching). This study, using a random assignment design, 
provides an important test of whether intensive, individualized support 
for teachers improves their instructional practices and ultimately 
student achievement. By focusing on novice teachers, the study has the 
potential to inform both teacher induction policies and teacher 
preparation programs. Examining the impact of this intervention on 
novice and early career teachers can also inform the effectiveness of 
providing individualized feedback as a model for teacher professional 
development programs. The study includes 12 districts and approximately 
500 teachers who will be participating in the study.

    Dated: February 28, 2017.
Kate Mullan,
Acting Director, Information Collection Clearance Division, Office of 
the Chief Privacy Officer, Office of Management.
[FR Doc. 2017-04114 Filed 3-2-17; 8:45 am]
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