Download or read book Principals Awareness Use and Effectiveness of the Pennsylvania Value added Assessment System PVAAS written by Kristen Swengel Lewald and published by . This book was released on 2008 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: A qualitative research study was designed to examine the principals' awareness, use, and perceived effectiveness of the Pennsylvania Value-Added Assessment System (PVAAS) as a tool for instructional decision-making. The research was conducted in 22 school districts in a two county region of central Pennsylvania. A survey and interview guide were designed to collect data from principals on core areas of understanding, implementation, and impact regarding PVAAS. The principals' awareness of PVAAS was studied through items about growth, reporting availability, types of reporting (school, grade, student-levels), and basic report interpretation. Principals' use of PVAAS was probed with items on PVAAS use at the school, grade, and student-levels. The effectiveness of PVAAs as perceived by the principals was viewed through responses to items on the effectiveness of PVAAS at the school, grade, and students levels. Forty-four principals from buildings that served grade four in these 22 school districts completed the online survey. Ten of the fourty-four principals' participated in personal interviews. Results indicated a significant awareness of the types of information and reporting available from PVAAS. Findings indicated that a significant number of principals used PVAAS at the school and student-levels while a smaller number of principals used PVAAS for grade-level planning. While the awareness and use of PVAAS varied across principals, the responses from the survey and the interviews revealed a high level of positive agreement regarding the effectiveness of this tool at all levels of the system for instructional decision-making.
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 Pennsylvania Value Added Assessment System Projection Data written by Erika L. Willis and published by . This book was released on 2018 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative research study was designed to examine teachers' perceptions of Pennsylvania Value Added Assessment System (PVAAS) projection data and its impact on instructional practices. Specifically, the study focused on the use of projection data and its impact on teachers' instructional practices for students who are identified as underperforming and higher performing. There were seventeen participants from two school districts in southeastern Pennsylvania. Participants completed an online survey comprised of 5-point Likert scale questions, short answer questions, and interview questions. The data was analyzed and revealed that in general, teachers did not find PVAAS projection summary data valuable and did not consider the data when planning lessons. The results also revealed that teachers spent more time planning and differentiating for underperforming students than higher performing students.
Download or read book Measuring Teacher Effectiveness with the Pennsylvania Value Added Assessment System written by Naomi Bowen and published by . This book was released on 2017 with total page 290 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research was to determine if the Pennsylvania Value-Added Assessment System Average Growth Index (PVAAS AGI) scores, derived from standardized tests and calculated for Pennsylvania schools, provide a valid and reliable assessment of teacher effectiveness, as these scores are currently used to derive 15% of the annual effectiveness rating assigned to PVAAS eligible mathematics and English language arts teachers. The research also sought to determine if teacher perceptions indicate that the validity and reliability of the PVAAS AGI score included in the Classroom Rating Tool is important. The PVAAS AGI scores, average Normal Curve Equivalent (NCE) scores, and demographic data from 260 Pennsylvania middle schools serving grades six through eight were utilized to determine the extent to which PVAAS AGI scores assigned to a school change statistically over time and if there is a relationship between the PVAAS AGI in mathematics or English language arts for each school and the percentage of economically disadvantaged, learning disabled, English language learners, and minorities attending the school. A Likert scale survey of twenty PVAAS eligible teachers of mathematics and English language arts employed in two middle schools serving grades six through eight in the same district yielded information regarding teacher perceptions. Results of this study indicated that the mean gains for PVAAS AGI scores significantly decreased from 2013 to 2016 for all schools, regardless of achievement level, in both mathematics and English language arts. The demographic variables analyzed did not impact PVAAS AGI scores for schools. Teacher morale was significantly negatively impacted by the inclusion of PVAAS AGI scores in the Classroom Rating Tool, the Pennsylvania mandated rubric utilized to measure teacher effectiveness. Additionally, teachers indicated that they believe important decisions such as changes to instructional practices and scheduling are made based on PVAAS AGI, even though teachers do not understand how it is calculated or trust the validity of PVAAS AGI scores. The literature review surfaced concerns regarding how the average NCE scores are treated in the PVAAS statistical model, as certain treatment of these scores could potentially force invalid results. The literature review also revealed that the Data Recognition Corporation (DRC), the company that designs the standardized tests from which the data utilized in the PVAAS statistical model is derived, has warned that scores at the maximum and the minimum end of the scale may not be accurate due to the design of their test. This is a matter of interest due to the fact that the SAS Institute claims that the tests utilized by their model must be able to measure the performance of students at the lowest and highest ends of the achievement spectrum, begging the question of whether it is even possible for the PVAAS model to accurately determine student growth. Finally, discrepancies in the reported grade levels for schools were found on the state data reporting site.
Download or read book Pennsylvania Educator Effectiveness written by Julian E. Underwood and published by . This book was released on 2018 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Pennsylvania Educator Effectiveness System strives to place an effective teacher in every classroom. This evaluation system incorporates the use of value-added growth measures, not only at the teacher level, but also at the building level. These building level scores are included in every teacher's yearly evaluation. This study sought to determine if a relationship existed between the value-added scores and collective teacher efficacy; the faculty's collective belief that they have the capabilities to make an educational difference for their students. 120 middle school teachers from southwestern Pennsylvania were surveyed using the Collective Teacher Beliefs Scale. The study found that a relationship did not exist between the value-added scores and collective teacher efficacy. Additionally, the relationship between value-added scores and several other variables was examined. The socio-economic status of the building was found to serve as a moderator for collective teacher efficacy. Finally, this study provides administrators with examples of how to boost collective teacher efficacy and in turn improve teacher effectiveness.
Download or read book Teachers Perceptions of Their Experiences with the Pennsylvania Value added Assessment System and Its Use in Teacher Evaluation written by Melissa F. Mealy and published by . This book was released on 2016 with total page 115 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to investigate teachers' perceptions of their experiences with the Pennsylvania Value-Added Assessment System (PVAAS) and its use in teacher evaluation. Participants were fourth through sixth grade regular education classroom teachers in five school districts in Central Pennsylvania. Thirty-one teachers participated in the survey portion of the study. The survey was comprised of multiple-choice, Likert scale, and open-ended questions. Additionally, five teachers participated in the interview portion of the study, which required them to answer eight interview questions. An examination of the data gathered revealed that participants had an overall negative perception of PVAAS. A majority of participants did not view themselves as having a thorough understanding of PVAAS and desired additional professional development on the system. In regard to PVAAS in teacher evaluation, a majority of participants were not supportive of the use of PVAAS as a measure in teacher evaluation expressing skepticism regarding the ability of PVAAS to adequately measure a teacher's contribution to student learning.
Download or read book Teachers Perceptions of the Pennsylvania Value added Asessment System written by Stephen P. Williams and published by . This book was released on 2016 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative research study investigated the perceptions of elementary and middle school teachers concerning self-reflection, self-efficacy, and instructional delivery with regards to the impact of the Pennsylvania Value-Added Assessment System's (PVAAS) rating on teachers' professional growth. The participants were 28 elementary and middle school teachers in grades 4-8 who had taught in 1 of the 13 selected schools and had taught at least one reporting testing course required by the Pennsylvania Department of Education (PDE). This research was based on their participation in an online survey that included Likert scale responses and open-ended questions. The researcher also interviewed 4 teachers to further investigate their beliefs regarding the impact of their PVAAS rating. Results from the study indicate the majority of teachers believed that their PVAAS rating did not have a positive impact on their professional growth in self-reflection. An analysis also revealed that the majority of teachers did not find that their PVAAS rating helped them reflect on their content or instruction, nor identify underlying factors of student learning. Teachers perceived that their PVAAS rating did not have a positive impact on their professional growth in self-efficacy. In addition, teachers' beliefs about how much influence they have over their lowest and highest achieving students did not change as a result of receiving their PVAAS rating. This study revealed that the majority of teachers believed that their PVAAS rating did not impact their instruction.
Download or read book The Impact of Pennsylvania s Educator Effectiveness System on Building Administrators Supervision and Evaluation of Teachers written by Jeffrey T. Smecker and published by . This book was released on 2016 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt: In acknowledgement of research related to the deficits of traditional teacher evaluation systems, the Pennsylvania Department of Education developed the Educator Effectiveness System (EES) as a comprehensive multiple measures teacher evaluation system (MMTES) requiring building administrators to evaluate teachers using evidence-based observations and a variety of measures indicating teacher contributions to student achievement (Pennsylvania Department of Education, 2014). The purpose of this qualitative research study was to examine the perceptions of building level administrators related to the impact of the implementation of Pennsylvania's EES on their supervision and evaluation of teachers. Qualitative data in the form of survey responses and personal interviews were collected from participating building administrators throughout 15 public school districts in southcentral Pennsylvania to determine the impact of evidence-based observations, the impact of using SLO, PVAAS and SPP data as measures of teacher effectiveness, and the need for additional supports and professional development for administrators working within the EES. The analysis of the data collected during this study indicated building administrators believed Pennsylvania's EES has helped them become more overall effective supervisors and evaluators, mainly due to positive impacts of using evidence-based observation methods. Building administrators reported positive and negative impacts of the use of SLO, PVAAS, and SPP data as measures of teacher effectiveness. Additional time to complete tasks associated with the EES and training related to the use of student growth and achievement data were identified as needed supports.
Download or read book Value Added Estimates for Phase 1 of the Pennsylvania Teacher and Principal Evaluation Pilot Full Report written by Stephen Lipscomb and published by . This book was released on 2012 with total page 105 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Commonwealth of Pennsylvania plans to develop a new statewide evaluation system for teachers and principals in its public schools by school year 2013-2014. To inform the development of this evaluation system, the Team Pennsylvania Foundation (Team PA) undertook the first phase of the Pennsylvania Teacher and Principal Evaluation Pilot--henceforth referred to as Phase 1--2010 and 2011 in collaboration with a broad stakeholder group that included leaders from the Pennsylvania Department of Education (PDE), the Pennsylvania State Education Association (PSEA), school districts, and the business community. The purpose of Phase 1 was to develop and implement a pilot set of performance measures to obtain lessons for improving the use of classroom observations and student data in evaluating teacher and principal performance. None of the results from Phase 1 had a bearing on actual evaluations or personnel decisions for any teacher or principal. This report presents findings for the second track of Phase 1. In this track, Mathematica Policy Research used student-level data to develop value-added models (VAMs) for estimating teacher and principal effectiveness. VAMs estimate the effects of educators on student achievement growth. VAMs belong to the class of models that are generally referred to as student growth models, but a VAM estimate is not a measure of student growth; rather, it is an estimate of an educator's or a school's "contribution" to student growth. VAMs can be appropriate for use in teacher or principal evaluations because they produce information about educator effectiveness. Other indicators like student proficiency rates and descriptive measures of student growth might be appropriate as targets for school accountability purposes, but they should not be viewed as indicating what a teacher or school has contributed to student learning. Appended are: (1) Technical Specifications of the VAMS; (2) Data Sources and Sample Characteristics; and (3) Technical Results from Value-Added Analyses. (Contains 34 tables, 9 figures and 52 footnotes.) [For the "Value-Added Estimates for Phase 1 of the Pennsylvania Teacher and Principal Evaluation Pilot. Executive Summary", see ED531803. This report was supported by the Team Pennsylvania Foundation.].
Download or read book Value Added Estimates for Phase 1 of the Pennsylvania Teacher and Principal Evaluation Pilot Executive Summary written by Stephen Lipscomb and published by . This book was released on 2012 with total page 12 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Commonwealth of Pennsylvania plans to develop a new statewide evaluation system for teachers and principals in its public schools by school year 2013-2014. To inform the development of this evaluation system, the Team Pennsylvania Foundation (Team PA) undertook the first phase of the Pennsylvania Teacher and Principal Evaluation Pilot--henceforth referred to as Phase 1--2010 and 2011 in collaboration with a broad stakeholder group that included leaders from the Pennsylvania Department of Education (PDE), the Pennsylvania State Education Association (PSEA), school districts, and the business community. The purpose of Phase 1 was to develop and implement a pilot set of performance measures to obtain lessons for improving the use of classroom observations and student data in evaluating teacher and principal performance. None of the results from Phase 1 had a bearing on actual evaluations or personnel decisions for any teacher or principal. This report presents findings for the second track of Phase 1. In this track, Mathematica Policy Research used student-level data to develop value-added models (VAMs) for estimating teacher and principal effectiveness. VAMs estimate the effects of educators on student achievement growth. VAMs belong to the class of models that are generally referred to as student growth models, but a VAM estimate is not a measure of student growth; rather, it is an estimate of an educator's or a school's "contribution" to student growth. VAMs can be appropriate for use in teacher or principal evaluations because they produce information about educator effectiveness. Other indicators like student proficiency rates and descriptive measures of student growth might be appropriate as targets for school accountability purposes, but they should not be viewed as indicating what a teacher or school has contributed to student learning. (Contains 2 figures, 1 table and 1 footnote.) [For the "Value-Added Estimates for Phase 1 of the Pennsylvania Teacher and Principal Evaluation Pilot. Full Report", see ED531795.].
Download or read book Grading Teachers Grading Schools written by Jason Millman and published by Corwin. This book was released on 1997-08-15 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: In an extensive review of teacher and school evaluation, one is not likely to find an issue more divisive than the question of how best, in high-stakes contexts, to evaluate how well teachers and schools accomplish their task of educating students. This book explores four contemporary approaches to evaluating the effectiveness of teachers and schools.
Download or read book Pennsylvania s School Accountability Rating Systems written by Elizabeth Aldridge and published by . This book was released on 2020 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: A study of 60 Southeastern Pennsylvania principals' perceptions of accountability rating systems, namely, the school performance profile (SPP) and the Future Ready PA Index, was conducted. Through an online survey using a Likert-type scale, principals were asked 30 questions about their work experiences and their perceptions of the SPP and the Future Ready PA Index. Findings revealed that principals indicated their relative confidence in explaining the SPP rating system compared to the newer Future Ready PA Index. Principals indicated confidence in understanding how the SPP effects state-mandated teacher evaluations as well as principal evaluations. Principals also reported confidence in their knowledge of improving their SPP scores. Principals indicated they did not feel the SPP was an accurate assessment of their school's performance. They also indicated that they felt more confident in explaining the SPP over the Future Ready PA Index to all stakeholder groups, but that difference could be explained by time spent with the older SPP system in place. Principals reported that on-the-job training and self-study were the source of their SPP knowledge. Results support the use of on-the-job training as a vehicle for principals to learn more about the Future Ready PA Index. Results also support the need for principal preparation programs to address accountability in general and accountability rating systems specifically.
Download or read book Pennsylvania State Evaluation for Principal Effectiveness written by Thomas Evert and published by . This book was released on 2014 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the perceptions of principals regarding the implementation of a new statewide Pennsylvania Principal Effectiveness Evaluation (PPEE) and its impact on principal leadership practices, teacher instructional practices, and student achievement scores. Accountability for the improvement of student achievement scores and teacher instructional practices has filtered into a statewide principal evaluation system that has raised concerns about the consistency, fairness, effectiveness, and value attributed to the new process of principal evaluation. Eleven school districts located within southeastern Pennsylvania served as the study sites for this research. Data were collected using Google© Drive online survey that consisted of multiple Likert-scale questions, forced-choice questions, open-ended response questions, and principal interview responses. The study sample consisted of 25 principals, five of whom also participated within an interview process. This study found that the new statewide PPEE would impact principal leadership practices if individuals take a serious approach to the evaluation rubric that provided principals and evaluators with clear definitions for accountability and measurements relative to differentiation within job performance levels. Secondly, this study found that the new statewide PPEE would impact teacher instructional practices because principals would hold teachers more accountable for classroom learning and student performance, which has filtered down to affect their own evaluations. Lastly, this study found that the new statewide PPEE would impact student achievement scores due to a trickle down effect on principals holding teachers accountable for student growth, and teachers then holding students more accountable for improved achievement scores.
Download or read book Estimating Teacher and School Effectiveness in Pittsburgh written by Stephen Lipscomb and published by . This book was released on 2010 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt: At the request of Pittsburgh Public Schools (PPS) and the Pittsburgh Federation of Teachers (PFT), Mathematica is developing value-added models (VAMs) that aim to estimate the contributions of individual teachers, teams of teachers, and schools to the achievement growth of their students. The analyses described in this report are intended as an early step in a multi-year project that aims to produce fair, valid, reliable, and robust estimates of the contributions of individual teachers and schools in Pittsburgh to the achievement growth of their students, ultimately including as many grades, subjects, schools, and teachers as possible. In addition to scores on the Pennsylvania System of School Assessment (PSSA), this report also applies VAMs to Pittsburgh's own curriculum-based assessments (CBAs) in various subjects and courses in grades 6-10; to PSAT assessments conducted in grades 10 and 11; and to Scholastic Reading Inventory (SRI) assessments in grades 6 to 10. Composite value-added measures that incorporate results for each of the assessment outcomes relevant to each school were also created. In addition, school-level VAMs are estimated for the non-test outcomes of student attendance and credit accumulation. This report describes the methods for measuring teacher and school effectiveness using those student outcomes and the findings from the authors' analyses to date. It describes in general terms the distribution of value-added estimates for teachers and schools across the district. The findings in this report reinforce the findings of the August report (Lipscomb, Gill, and Booker, 2010) that "VAM estimates can provide meaningful information about teacher and school performance in Pittsburgh--and they confirm that VAMs can be usefully applied not only to state accountability tests and nationally normed assessments, but also to locally developed assessments and to non-test measures of student outcomes such as attendance and credit accumulation." An appendix contains supplementary tables and figures.
Download or read book Teacher Effectiveness written by Research for Action, Pennsylvania Clearinghouse for Education Research (PACER) and published by . This book was released on 2013 with total page 7 pages. Available in PDF, EPUB and Kindle. Book excerpt: Act 82 of 2012 established new standards for Pennsylvania's teacher evaluation system, including the incorporation of student performance measures in ratings decisions. Since 2009, approximately 35 states have amended teacher evaluation systems, with student achievement playing an increasingly prominent role. This count includes neighboring states--such as New Jersey, New York, and Ohio--which base between 40 and 50 percent of teacher effectiveness ratings on student achievement. Changes to teacher evaluation policy have been motivated in large part by U.S. Department of Education's priorities, including the issuance of waivers from certain "No Child Left Behind" requirements. States receiving a waiver, including Pennsylvania, are required to "develop and implement teacher and principal evaluation and support systems that include student achievement growth as a factor." The nonpartisan Center on Education Policy reported that ten states amended their plans for a new teacher evaluation system due to the waiver policy alone.v Likewise, the Race to the Top (RTTT) competition emphasized teacher and principal evaluation systems based on student achievement. This policy brief provides a closer look at Pennsylvania's new teacher evaluation system and the efforts of the Pittsburgh Public Schools--the state's second-largest district and an early adopter of revised evaluation standards--to implement reforms. It concludes with implications for state policymakers, district leaders, and education stakeholders.
Download or read book Pennsylvania Educational Leadership written by and published by . This book was released on 2005 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Questioning for Classroom Discussion written by Jackie Acree Walsh and published by ASCD. This book was released on 2015-11-16 with total page 237 pages. Available in PDF, EPUB and Kindle. Book excerpt: What type of questioning invigorates and sustains productive discussions? That’s what Jackie Acree Walsh and Beth Dankert Sattes ask as they begin a passionate exploration of questioning as the beating heart of thoughtful discussions. Questioning and discussion are important components of classroom instruction that work in tandem to push learning forward and move students from passive participants to active meaning-makers. Walsh and Sattes argue that the skills students develop through questioning and discussion are critical to academic achievement, career success, and active citizenship in a democratic society. They also have great potential to engage students at the highest levels of thinking and learning. The extent to which this potential is realized, of course, depends on individual teachers who embrace these practices, make them their own, and realize that this process requires a true partnership with students. With that in mind, Questioning for Classroom Discussion presents and analyzes the DNA of productive discussions—teacher-guided, small-group, and student-driven.
