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Author: Jennifer L. Steele
Publisher:
ISBN: 9780833052506
Category : Education
Languages : en
Pages : 0
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Book Description
The authors analyze the systems of three districts and two states that have begun or are planning to incorporate measures of student performance into teacher evaluations. They examine how the systems are addressing assessment quality, evaluating teachers in nontested subjects and grades, and assigning teachers responsibility for particular students. The authors also discuss measurement challenges for policymakers to consider.
Author: Jennifer L. Steele
Publisher:
ISBN: 9780833052506
Category : Education
Languages : en
Pages : 0
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Book Description
The authors analyze the systems of three districts and two states that have begun or are planning to incorporate measures of student performance into teacher evaluations. They examine how the systems are addressing assessment quality, evaluating teachers in nontested subjects and grades, and assigning teachers responsibility for particular students. The authors also discuss measurement challenges for policymakers to consider.
Author: Jason A. Grissom
Publisher: Teachers College Press
ISBN: 080775739X
Category : Education
Languages : en
Pages : 209
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Book Description
This is the first book to pull together what we have learned about the impacts and challenges of data-intensive teacher evaluation systemsa defining characteristic of the current education policy landscape. Expert researchers and practitioners speak to what we know (and what remains to be known) about evaluation measures themselves, the implementation of evaluation systems, and the use of evaluation data. The authors argue that rigorous teacher evaluation systems have the potential to promote school improvement but only if the systems are carefully designed and implemented and the data they generate are interpreted and used appropriately. This timely and important volume will be relevant and useful to school and district administrators, policymakers, researchers, and teacher education institutions grappling with issues of teacher accountability and school leadership.
Author: James H. Stronge
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 86
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Book Description
This book discusses four approaches to incorporating student achievement in teacher evaluation. Seven chapters discuss: (1) "Teacher Evaluation and Student Achievement: An Introduction to the Issues"; (2) "What is the Relationship between Teaching and Learning?" (e.g., whether teachers are responsible for student learning and how to measure student learning); (3) "Assessing Teacher Performance through Comparative Student Growth: The Dallas Value-Added Accountability System"; (4) "Assessing Teacher Performance through Repeated Measures of Student Gains: The Tennessee Value-Added Assessment System"; (5) "Assessing Teacher Performance with Student Work: The Oregon Teacher Work Sample Methodology"; (6) "Assessing Teacher Performance in a Standards-Based Environment: The Thompson, Colorado, School District"; and (7) Teacher Evaluation and Student Achievement: What are the Lessons Learned and Where Do We Go from Here?" (e.g., basic requirements of fair testing programs that are to be used to inform teacher evaluation). Chapters 3-6 include information on the purposes of the accountability system and how it was developed; student assessment strategies; how the accountability system works; how the accountability system relates to teacher evaluation; the advantages and disadvantages of the accountability system for teacher evaluation; and results of implementation. (Contains 66 references.) (SM)
Author: Pamela D. Tucker
Publisher: ASCD
ISBN: 1416602496
Category : Education
Languages : en
Pages : 185
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Book Description
In Linking Teacher Evaluation and Student Learning, researchers Pamela D. Tucker and James H. Stronge show that including measures of student achievement in teacher evaluations can help schools focus their efforts to meet higher standards. You'll see how four school systems have built such measures into their evaluation programs in these distinct ways: * Documenting how desired learning outcomes translated into actual student learning * Tracking progress on key content standards * Setting annual quantifiable goals for students' academic progress * Analyzing changes in students' achievement test scores The authors explore the strengths of each approach, offer insights from teachers and administrators, and describe practical ways to incorporate similar measures of student learning into your own evaluation program. Detailed appendixes provide hands-on tools and resources to help you adapt these approaches to your school's particular needs. For any school that is working to meet higher standards, linking teacher evaluation to measures of student learning is a powerful way to refocus professional development and improve student achievement.
Author: Audrey Amrein-Beardsley
Publisher: Routledge
ISBN: 1136702776
Category : Education
Languages : en
Pages : 275
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Book Description
Since passage of the of No Child Left Behind Act in 2001, academic researchers, econometricians, and statisticians have been exploring various analytical methods of documenting students‘ academic progress over time. Known as value-added models (VAMs), these methods are meant to measure the value a teacher or school adds to student learning from one year to the next. To date, however, there is very little evidence to support the trustworthiness of these models. What is becoming increasingly evident, yet often ignored mainly by policymakers, is that VAMs are 1) unreliable, 2) invalid, 3) nontransparent, 4) unfair, 5) fraught with measurement errors and 6) being inappropriately used to make consequential decisions regarding such things as teacher pay, retention, and termination. Unfortunately, their unintended consequences are not fully recognized at this point either. Given such, the timeliness of this well-researched and thoughtful book cannot be overstated. This book sheds important light on the debate surrounding VAMs and thereby offers states and practitioners a highly important resource from which they can move forward in more research-based ways.
Author: Robert J. Marzano
Publisher: ASCD
ISBN: 1416615733
Category : Education
Languages : en
Pages : 210
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Book Description
In Teacher Evaluation That Makes a Difference, Robert J. Marzano and Michael D. Toth introduce a new model of teacher evaluation that takes into account multiple data-rich measures of teacher performance and student growth to ensure fair, meaningful, and reliable evaluations for all teachers.
Author: Bradford R. White
Publisher: Consortium on Chicago School Research
ISBN: 9780985681944
Category : Teachers
Languages : en
Pages : 36
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Book Description
In a very short period during the spring and summer of 2012, researchers at the University of Chicago Consortium on Chicago School Research (ccsr) and the Illinois Education Research Council (ierc) collected data from respondents in five districts across Illinois to examine how school districts in the state approach designing and implementing new teacher evaluation systems. Drawing on research in these districts, which are located in north, central, and southern Illinois, this report describes the challenges experienced across the districts. In addition, the authors present strategies the districts used to address these challenges as they occurred and their reflections on lessons learned: (1) Cultivating Buy-In and Understanding; (2) Using Evaluations for Instructional Improvement; (3) Reducing the Burden on Principals; and (4) Incorporating Student Growth into Teacher Evaluation Systems. For all that has been accomplished by these case study districts, teacher evaluation, in all cases, remains a work in progress. Many in their interview sample described ongoing issues and some complicated problems. The report synthesizes these issues and raises some key questions for districts to consider around three common themes: teacher and principal support, communication, and buy-in; ensuring that ratings are accurate and consistent; and developing high-quality student assessments. Appended are: (1) Matrix of Teacher Evaluation Program Characteristics; and (2) Methodological Notes and Protocols. (Contains 2 tables and 3 endnotes.) [Funding for this paper was provided by the Grand Victoria Foundation.].
Author: Anthony J. Shinkfield
Publisher: Springer Science & Business Media
ISBN: 9400917961
Category : Education
Languages : en
Pages : 406
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Book Description
Teacher Evaluation: Guide to Professional Practice is organized around four dominant, interrelated core issues: professional standards, a guide to applying the Joint Committee's Standards, ten alternative models for the evaluation of teacher performance, and an analysis of these selected models. The book draws heavily on research and development conducted by the Federally funded national Center for Research on Educational Accountability and Teacher Evaluation (CREATE). The reader will come to grasp the essence of sound teacher evaluation and will be able to apply its principles, facts, ideas, processes, and procedures. Finally, the book invites and assists school professionals and other readers to examine the latest developments in teacher evaluation.
Author: Thomas Kane
Publisher: Jossey-Bass
ISBN: 9781118837351
Category : Education
Languages : en
Pages : 648
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Book Description
Definitive research for meaningful teacher evaluations. All across America, in urban, suburban, and rural schools, teacher evaluation procedures are much-debated. Evaluation processes for teachers have varied over the years, and the usefulness of those processes to improve and assess the quality of a teacher''s instruction has been questionable and often non-existent. Designing Teacher Evaluation Systems: New Guidance from the Measures of Effective Teaching Project provides you with original research from an extensive study that will help you rethink and redesign teacher evaluation procedures.
Author: Thomas Kane
Publisher: John Wiley & Sons
ISBN: 1118837185
Category : Education
Languages : en
Pages : 622
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Book Description
WHAT IS EFFECTIVE TEACHING? It’s not enough to say “I know it when I see it” – not when we’re expecting so much more from students and teachers than in the past. To help teachers achieve greater success with their students we need new and better ways to identify and develop effective teaching. The Measures of Effective Teaching (MET) project represents a groundbreaking effort to find out what works in the classroom. With funding by the Bill & Melinda Gates Foundation, the MET project brought together leading academics, education groups, and 3,000 teachers to study teaching and learning from every angle. Its reports on student surveys, observations, and other measures have shaped policy and practice at multiple levels. This book shares the latest lessons from the MET project. With 15 original studies, some of the field’s most preeminent experts tap the MET project’s unprecedented collection of data to offer new insights on evaluation methods and the current state of teaching in our schools. As feedback and evaluation methods evolve rapidly across the country, Designing Teacher Evaluation Systems is a must read and timely resource for those working on this critical task. PRAISE FOR DESIGNING TEACHER EVALUATION SYSTEMS “This book brings together an all-star team to provide true data-driven, policy-relevant guidance for improving teaching and learning. From student achievement to student perceptions, from teacher knowledge to teacher practices, the authors address key issues surrounding the elements of a comprehensive teacher evaluation and improvement system. Highly recommended for anyone seriously interested in reform.” —PETE GOLDSCHMIDT, Assistant Secretary, New Mexico Public Education Department “This book is an invaluable resource for district and state leaders who are looking to develop growth and performance systems that capture the complexity of teaching and provide educators with the feedback needed to develop in their profession.” —TOM BOASBERG, Superintendent, Denver Public Schools “A rare example of practical questions driving top quality research and a must read for anyone interested in improving the quality of teaching.” —ROBERT C. GRANGER, Former President (Ret.), The William T. Grant Foundation “This will be the ‘go to’ source in years to come for those involved in rethinking how teachers will be evaluated and how evaluation can and should be used to increase teacher effectiveness. The superb panel of contributors to this book presents work that is incisive, informative, and accessible, providing a real service to the national efforts around teacher evaluation reform.” —JOHN H. TYLER, Professor of Education, Brown University
