Download or read book Impact of Tennessee s Value added Assessment System on School Superintendents Decision making written by Kay M. Goode and published by . This book was released on 1996 with total page 370 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study of the Perceptions of Tennessee Teachers Principals Superintendents Legislators and Department of Education Representatives Regarding the Impact of the Tennessee Value Added Assessment System written by Thomas A. Young and published by . This book was released on 1996 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Getting State Education Data Right written by Joseph Jones and published by . This book was released on 2011 with total page 16 pages. Available in PDF, EPUB and Kindle. Book excerpt: Federal education policy in recent years has encouraged state and local education agencies to embrace data use and analysis in decision-making, ranging from policy development and implementation to performance evaluation. The capacity of these agencies to make effective and methodologically sound use of collected data for these purposes remains an outstanding question. As hundreds of millions of dollars are distributed from the federal Department of Education to states developing longitudinal data systems, education leaders approach data use with widely divergent levels of skill and understanding. This paper reviews four guiding principles for education stakeholders as they attempt to use data as a basis for making decisions. These principles draw heavily from experiences and observations of CNA field analysts, who are embedded in state departments of education to provide ongoing technical assistance. The paper's focus is on experiences of field analysts in Tennessee, a state currently implementing a nearly $502 million federal Race to the Top grant-a grant largely won based on the commitment to data use represented by its long-standing value-added assessment system (TVAAS). As in states across the country, Tennessee now confronts a series of challenges in developing data use skills across the state education agency (SEA), local leaders, principals, and teachers, especially as significant portions of principal and teacher evaluation are now tied to student value-added data. The increasing importance of understanding and acting on educational data make clear the need for common guiding principles in their use. The principles include the following: (1) Establish common definitions and understandings of terms; (2) Anticipate potential unintended consequences of data definitions and priorities; (3) Ensure that data definitions are applied uniformly to appropriately homogeneous target populations and disparately to populations that are appropriately heterogeneous; and (4) Disaggregate data in order to reveal the most complete and accurate picture. Based on CNA's work in the state, they present these principles in the use of data for state-level decision-making. In so doing, they intend to inform a conversation about the appropriate role of student and teacher performance data in policy decisions and to prompt deeper research into how state leaders collect, analyze, and act on those sets of data. [This paper was funded by the Independent Research Council at CNA.].
Download or read book The Measure of Education written by A. Paige Baker and published by . This book was released on 1995 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Getting Value Out of Value Added written by National Academy of Education and published by National Academies Press. This book was released on 2010-01-25 with total page 97 pages. Available in PDF, EPUB and Kindle. Book excerpt: Value-added methods refer to efforts to estimate the relative contributions of specific teachers, schools, or programs to student test performance. In recent years, these methods have attracted considerable attention because of their potential applicability for educational accountability, teacher pay-for-performance systems, school and teacher improvement, program evaluation, and research. Value-added methods involve complex statistical models applied to test data of varying quality. Accordingly, there are many technical challenges to ascertaining the degree to which the output of these models provides the desired estimates. Despite a substantial amount of research over the last decade and a half, overcoming these challenges has proven to be very difficult, and many questions remain unanswered-at a time when there is strong interest in implementing value-added models in a variety of settings. The National Research Council and the National Academy of Education held a workshop, summarized in this volume, to help identify areas of emerging consensus and areas of disagreement regarding appropriate uses of value-added methods, in an effort to provide research-based guidance to policy makers who are facing decisions about whether to proceed in this direction.
Download or read book Value added Assessment in Practice written by Daniel F. McCaffrey and published by Rand Corporation. This book was released on 2007 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: Value-added assessment (VAA) systems use statistical techniques to analyze test-score data; VAA data is intended to help educators make more informed decisions about curriculum and instruction. The authors examined the rollout of Pennsylvania's VAA program, and found that, in its pilot phase, the program had little effect on student achievement and received limited use by most principals and teachers at schools participating in the program.
Download or read book The Mismeasure of Education written by Jim Horn and published by IAP. This book was released on 2013-07-01 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: With new student assessments and teacher evaluation schemes in the planning or early implementation phases, this book takes a step back to examine the ideological and historical grounding, potential benefits, scholarly evidence, and ethical basis for the new generation of test based accountability measures. After providing the political and cultural contexts for the rise of the testing accountability movement in the 1960s that culminated almost forty years later in No Child Left Behind and Race to the Top, this book then moves on to provide a policy history and social policy analysis of value-added testing in Tennessee that is framed around questions of power relations, winners, and losers. In examining the issues and exercise of power that are sustained in the long-standing policy of standardized testing in schools, this work provides a big picture perspective on assessment practices over time in the U. S.; by examining the rise of value-added assessment in Tennessee, a fine-grained and contemporary case is provided within that larger context. The last half of the book provides a detailed survey of the research based critiques of value-added methodology, while detailing an aggressive marketing campaign to make value-added modeling (VAM) a central component of reform strategies following NCLB. The last chapter and epilogue place the continuation of test-based accountability practices within the context of an emerging pushback against privatization, high stakes testing, and other education reforms. This book will be useful to a wide audience, including teachers, parents, school leaders, policymakers, researchers, and students of educational history, policy, and politics.
Download or read book The Impact of Professional Learning Communities on Student Value added Scores in Tennessee Elementary Schools written by Jennifer S. Atkins and published by . This book was released on 2011 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: With increased pressures on school districts to enhance student achievement, administrators are implementing professional learning communities (PLCs) as one method to improve student performance (DuFour & Eaker, 1998, Hord, 1997, Thompson, Gregg, & Niska, 2004). Educators working within a PLC experience a shared ideology, supportive conditions for collective inquiry, shared learning through collaborative teams, attention to professional development and learning, and a purposeful focus on student achievement (DuFour & Eaker, 1998, Hord, 1997). Little quantitative research has used standardized testing to measure the benefits of PLCs. This quasi-experimental, quantitative study found a statistically significant difference between value-added scores on the Tennessee Comprehensive Assessment Program in mathematics and reading/language arts as reported by the Tennessee Value-added Assessment System (TVAAS). Within the parameters of this study, the analysis from 2009 and 2010 revealed the difference in TVAAS scores for fourth and fifth grade students attending schools that implement professional learning communities was statistically significant compared to the value-added scores of students that did not attend PLC schools. The experimental group consisted of elementary or intermediate schools with a fourth and a fifth grade team working as a PLC for three or more consecutive years as defined by DuFour and Eaker's (1998) theoretical framework. The control group did not use PLCs. Three-year value-added scores in mathematics and reading/language arts were analyzed using a two-sample t test assuming unequal variances. The literature review and findings from this quantitative study support the idea that when educators work in PLCs, the effects are positive outcomes for students.
Download or read book IJER Vol 1 N4 written by International Journal of Educational Reform and published by Rowman & Littlefield. This book was released on 1992-10-01 with total page 133 pages. Available in PDF, EPUB and Kindle. Book excerpt: The mission of the International Journal of Educational Reform (IJER) is to keep readers up-to-date with worldwide developments in education reform by providing scholarly information and practical analysis from recognized international authorities. As the only peer-reviewed scholarly publication that combines authors’ voices without regard for the political affiliations perspectives, or research methodologies, IJER provides readers with a balanced view of all sides of the political and educational mainstream. To this end, IJER includes, but is not limited to, inquiry based and opinion pieces on developments in such areas as policy, administration, curriculum, instruction, law, and research. IJER should thus be of interest to professional educators with decision-making roles and policymakers at all levels turn since it provides a broad-based conversation between and among policymakers, practitioners, and academicians about reform goals, objectives, and methods for success throughout the world. Readers can call on IJER to learn from an international group of reform implementers by discovering what they can do that has actually worked. IJER can also help readers to understand the pitfalls of current reforms in order to avoid making similar mistakes. Finally, it is the mission of IJER to help readers to learn about key issues in school reform from movers and shakers who help to study and shape the power base directing educational reform in the U.S. and the world.
Download or read book Teacher Evaluation in Tennessee written by Tennessee. Department of Education and published by . This book was released on 2012 with total page 45 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the summer of 2011, the Tennessee Department of Education contracted with the National Institute for Excellence in Teaching (NIET) to provide a four-day training for all evaluators across the state. NIET trained more than 5,000 evaluators intensively in the state model (districts using alternative instruments delivered their own training). Evaluators were required to pass an inter-rater reliability exam, in which they viewed video recordings of teachers delivering lessons and rated them to ensure they understood the distinction between differing levels of performance. Implementation of the evaluation system began at the start of the 2011-12 school year. The department made a concentrated effort to solicit and encourage feedback, meeting with teachers and administrators across the state. Educators voiced both strengths and concerns about various facets of the teacher evaluation process and implementation. Legislators also received feedback from their constituents and shared information with department officials. The department and others heard positive comments from administrators about improvements in the quality of instruction in classrooms and also heard concerns about particular facets of the system. As implementation continued through the first semester of the school year, it became clear that satisfaction with the evaluation system varied considerably from district to district, driven largely by district- and school-level leadership. While administrators continued to tout the system's impact on instruction, the public discussion about teacher evaluation began to detract from the real purpose of the evaluation system: improving student achievement. In response, Governor Haslam, supported by legislative leadership, tasked the State Collaborative on Reforming Education (SCORE) with conducting an independent review of the system through a statewide listening and feedback process and producing a report to the State Board of Education and department outlining a range of policy considerations. In addition, the Governor announced his support of House Joint Resolution (HJR) 520, which ultimately was adopted by the General Assembly. This resolution directed the department to follow through on its commitment to seek feedback, conduct an internal review of the evaluation system, and provide a report with recommendations to the House and Senate Education Committees by July 15, 2012. Through its feedback gathering process, common themes have emerged: (1) Administrators and teachers--including both supporters and opponents of the evaluation model--believe the TEAM rubric effectively represents high-quality instruction and facilitates rich conversations about instruction; (2) Administrators consistently noted that having school-wide value-added scores has led to increased collaboration among teachers and a higher emphasis on academic standards in all subjects; (3) Administrators and teachers both feel too many teachers have treated the rubric like a checklist rather than viewing it as a holistic representation of an effective lesson, and both groups feel additional training is needed on this point; (4) Teachers in subjects and grades that do not yield an individual value-added score do not believe it is fair to have 35 percent of their evaluation determined by school-wide scores; (5) Implementation of the 15 percent measure has not led to selection of appropriate measures, with choices too often dictated by teacher and principal perceptions of which measure would generate the highest score rather than an accurate reflection of achievement; (6) Administrators consistently noted the large amount of time needed to complete the evaluation process. In particular, administrators want to spend less time observing their highest performing teachers and more time observing lower performing teachers. Additionally, they feel the mechanics of the process (e.g., data entry) need to be more streamlined and efficient; (7) Both administrators and teachers consistently felt better about the system as the year progressed, in part due to familiarity with the expectations and because of changes that allowed for fewer classroom visits during the second semester; and (8) Local capacity to offer high-quality feedback and to facilitate targeted professional development based on evaluation results varies considerably across districts. (Contains 5 footnotes.).
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2007 with total page 604 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Leadership Brain written by David A. Sousa and published by Simon and Schuster. This book was released on 2015-03-17 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt: Cognitive neuroscientists are gaining greater insights into how the brain interacts with and learns from the environment. Now David A. Sousa, one of the foremost experts in translating this research into classroom practice, examines the brain-compatible leadership practices that sustain effective teaching and learning. The Leadership Brain provides a new model for a whole-brain approach to educational leadership. Examining what we know about the adult brain, and how to apply these lessons to effective school leadership and team management, this powerful resource provides you with the necessary tools to: Understand the differences in learning and retention, left and right hemispheric preferences, higher-order thinking, and the nature of creativity Initiate and lead productive change within your school Effectively shape and manage school culture Address the call for ethical and spiritual leadership Understand how thinking habits influence our actions, especially with problem solving and conflict resolution Reduce misconceptions about students with disabilities, gifted, and minority students Use information about the influence that modern society has on student learning and their different expectations The Leadership Brain includes valuable self-assessment tools, resources, and practical applications that will help instructional leaders develop a modern, creative, team-centered school where all students and teachers can reach their full potential.
Download or read book The Impact of Student Mobility on Tennessee Value added Assessment of Scores of Elementary and Middle Schools in the Clarksville Montgomery County School System written by Kimmie Lee Smith Schucharski and published by . This book was released on 2002 with total page 334 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2002 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Sociology of Education written by James Ainsworth and published by SAGE Publications. This book was released on 2013-04-11 with total page 1057 pages. Available in PDF, EPUB and Kindle. Book excerpt: The sociology of education is a rich interdisciplinary field that studies schools as their own social world as well as their place within the larger society. The field draws contributions from education, sociology, human development, family studies, economics, politics and public policy. Sociology of Education: An A-to-Z Guide introduces students to the social constructions of our educational systems and their many players, including students and their peers, teachers, parents, the broader community, politicians and policy makers. The roles of schools, the social processes governing schooling, and impacts on society are all critically explored. Despite an abundance of textbooks and specialized monographs, there are few up-to-date reference works in this area. Features & Benefits: 335 signed entries fill 2 volumes in print and electronic formats, providing the most comprehensive reference resource available on this topic. Cross-References and Suggestions for Further Reading guide readers to additional resources. A thematic "Reader's Guide" groups related articles by broad topic areas as one handy search feature on the e-Reference platform, which also includes a comprehensive index of search terms, facilitating ease of use by both on-campus students and distance learners. A Chronology provides students with historical perspective on the sociology of education.
Download or read book Evaluating Teaching written by James H. Stronge and published by Corwin Press. This book was released on 2005-11-02 with total page 329 pages. Available in PDF, EPUB and Kindle. Book excerpt: Foster the development of highly qualified teachers and improve your school′s teaching and learning with solid teacher evaluations! The connection between teacher evaluation fostering school improvement and the development of highly qualified teachers is receiving more attention than ever before. Just as there is a rational connection between school improvement and teacher performance, there is a necessary and rational connection between supporting and cultivating highly qualified teachers through effective evaluations and improving relationships in the school. In this updated edition, top-selling author James H. Stronge and his colleagues synthesize current teacher evaluation research and blend it with practice, highlighting how to: Design a sound teacher evaluation system Assess teacher performance thoroughly and accurately Implement a successful teacher evaluation system Incorporate student performance data, teaching portfolios, and classroom observation into the evaluation process By aligning teaching performance and improvement goals with your school′s mission, this text demonstrates how you can effectively encourage teachers to achieve a high standard of instruction at all levels.
Download or read book Two and Three Year Achievement Results on the Tennessee Value added Assessment System for Restructuring Schools in Memphis written by University of Memphis. Center for Research in Educational Policy and published by . This book was released on 1999 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt:
