Download or read book State Requirements for Teacher Evaluation Policies Promoted by Race to the Top NCEE Evaluation Brief NCEE 2014 4016 written by Kristin Hallgren and published by . This book was released on 2014 with total page 18 pages. Available in PDF, EPUB and Kindle. Book excerpt: This brief describes the extent to which states required teacher evaluation policies aligned with the Race to the Top (RTT) initiative as of spring 2012. Although teacher evaluation policies appear to be rapidly evolving, documenting policy requirements in the early years of RTT implementation can help inform policymakers about the pace of policy innovation nationally. This brief examines the presence of state-level requirements for certain practices but not the actual district- or school-level implementation of such practices. Key findings, based on interviews with administrators from 49 states and the District of Columbia (12 Round 1 and 2 RTT states, 7 Round 3 RTT states, and 31 non-RTT states), include the following: (1) States, on average, reported requiring less than half of eight teacher evaluation policies aligned with RTT priorities, although the number of policies required by RTT states was higher than non-RTT states (3.7 policies for Round 1 and 2 RTT states, 3.6 for Round 3 RTT states, and 2.2 for non-RTT states); (2) States' reported teacher evaluation policies were most aligned with RTT priorities focused on using multiple measures to evaluate teacher performance (30 states); using multiple rating categories to classify teacher performance (31 states); and conducting annual evaluations (25 states); and (3) States' reported teacher evaluation policies were least aligned with RTT priorities focused on using evaluation results to inform decisions regarding career advancement (1 state) and compensation (6 states for annual salary increases, and 5 states for performance-based compensation).
Download or read book Handbook of Research on the Education of School Leaders written by Michelle D. Young and published by Taylor & Francis. This book was released on 2016-08-19 with total page 348 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Handbook of Research on the Education of School Leaders brings together empirical research on leadership preparation and development to provide a comprehensive overview and synthesis of what we know about preparing school leaders today. With contributions from the field’s foremost scholars, this new edition investigates the methodological foundations of leadership preparation research, reviews the pedagogical and curricular features of preparation programs, and presents valuable insights into the demographic, economic, and political factors affecting school leaders. This volume both mirrors the first edition’s macro-level approach to leadership preparation and presents the most up-to-date research in the field. Updates to this edition cover recent state and federal government efforts to improve leadership in education, new challenges for the field, and significant gaps and critical questions for framing, researching, evaluating, and improving the education of school leaders. Sponsored by the University Council of Educational Administration (UCEA), this handbook is an essential resource for students and scholars of educational leadership, as well as practitioners, policymakers, and other educators interested in professional leadership. .
Download or read book Who Controls the Preparation of Education Administrators written by Arnold B. Danzig and published by IAP. This book was released on 2019-09-01 with total page 431 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is the first volume in the re-imagined series Research and Theory in Educational Administration. The volume includes a variety of perspectives written by university professors in the field of educational administration, which moves our thinking beyond the traditional scope of organizational theory and institutional analysis. It is this combination of theory, of new directions in leadership preparation and new narratives of participation that we hope will contribute to a more engaging volume for its readers—graduate students, researchers, and practitioners. The volume will provide evidence of and explanation for changing patterns of institution production explored through academic and epistemic drift. It also provides a deeper understanding of how state regulation is related to the school administrator pipeline or pathways. The concepts explained and illustrated in the volume hopes to provide a better framework for understanding how administrator preparation is unfolding across the U.S. and internationally, as well as the direction of the field of educational administration in the future.
Download or read book State Education Agencies and the Implementation of New Teacher Evaluation Systems CPRE Policy Brief PB 15 2 written by Patrick McGuinn and published by . This book was released on 2015 with total page 6 pages. Available in PDF, EPUB and Kindle. Book excerpt: It has been three years since Race to the Top grant-winning states piloted new teacher evaluation systems and many of them have made considerable progress, yet according to media coverage and a Government Accountability Office (GAO) report published in April 2015, struggles remain and most grantees have asked to extend the timetables for completing this work. Given the enormous importance and complexity of these reforms--and the fact that states vary widely in the timing, approach, and success of their implementation work--this is an excellent opportunity to assess the progress that has been made and identify where challenges persist. It is imperative that states learn from one another during this implementation stage, and this brief serves to facilitate the discussion by highlighting what is and is not working in the Race to the Top states.
Download or read book Race to the Top written by U.s. Government Accountability Office and published by . This book was released on 2017-08-04 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Education created RTT under the American Recovery and Reinvestment Act of 2009 to provide incentives for states to reform K-12 education in areas such as improving the lowest performing schools and developing effective teachers and leaders. In 2010, Education awarded 12 states nearly $4 billion in RTT grant funds to spend over 4 years. A state's RTT application and scope of work included the state's plans for development and implementation of teacher and principal evaluation systems by participating school districts. These systems assess teacher and principal effectiveness based on student academic growth and other measures, such as observation of professional practice. Currently, additional states are designing and implementing similar evaluation systems.GAO was asked to review RTT teacher and principal evaluation systems. This report examines (1) the extent to which the 2010 grantee states have implemented their teacher and principal evaluation systems, (2) the challenges the grantee states have faced in designing and implementing these systems, and (3) how Education has helped grantee states meet their RTT objectives for teacher and principal evaluation systems.GAO reviewed relevant federal laws, regulations, and guidance; analyzed RTT applications and documentation on each state's guidelines for their evaluation systems; and interviewed officials from all 12 states, selected"
Download or read book Race to the Top written by United States Government Accountability Office and published by Createspace Independent Publishing Platform. This book was released on 2018-01-11 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt: RACE TO THE TOP: States Implementing Teacher and Principal Evaluation Systems despite Challenges
Download or read book How States Use Student Learning Objectives in Teacher Evaluation Systems written by Natalie Lacireno-Paquet and published by . This book was released on 2014 with total page 53 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Evaluation Policy Brief written by Gene V. Glass and published by . This book was released on 2004 with total page 26 pages. Available in PDF, EPUB and Kindle. Book excerpt: Traditional forms of evaluating teachers (e.g., inspection of credentials, supervisor and peer observation and rating) for purposes of hiring, promotion, and salary increases have served the profession of teaching well for decades and should receive continued support in policy and practice. Newer forms of evaluation--primarily paper-and-pencil tests for initial and recertification, and "value-added" techniques such as the Tennessee Value Added Assessment System (TVAAS) that attempt to attribute students' standardized achievement test score gains to the efforts and expertise of their current teacher--have serious shortcomings. Paper-and-pencil tests of candidates' knowledge of teaching practices and even subject matter tests are of dubious validity and fail to meet ordinary standards of predictive validity. Several recommendations at the state-wide policy level can be derived from the above consideration of the issues surrounding teacher evaluation in the State of Florida: (1) any attempt to substitute test performance for college degree requirements in the teacher certification process should be opposed; and (2) value-added teacher evaluation methods, which attempt to evaluate teachers in terms of the standardized achievement test score gains of their students, are of uncertain validity, have drawn heavy criticism from measurement experts, and raise serious concerns about fairness.
Download or read book State Policies on Teacher Evaluation Practices in the Midwest Region REL Technical Brief REL 2008 No 004 written by Chris Brandt and published by . This book was released on 2008 with total page 12 pages. Available in PDF, EPUB and Kindle. Book excerpt: This technical brief describes state-level policies and procedural requirements for guiding teacher evaluation practices at the district level in the seven states served by the Midwest Regional Educational Laboratory: Illinois, Indiana, Iowa, Michigan, Minnesota, Ohio, and Wisconsin. Building on the Issues & Answers report "Examining District Guidance to Schools on Teacher Evaluation Policies in the Midwest Region" (Brandt et al. 2007), this technical brief reveals how teacher evaluation practices are addressed by state policies and other state-level initiatives that include teacher evaluation features. During June-August 2007 researchers completed a systematic search for publicly available policy data and conducted short interviews with key department of education staff in each of the seven Midwest Region states based on 13 key characteristics of teacher evaluation procedures used in previous large-scale investigations (Ellet and Garland 1987; Loup et al. 1996). Six of seven Midwest Region states have policies specifying criteria for evaluating teachers. Two states require specific resources to inform the evaluation, such as practice guides, models, or research-based frameworks. Two states require that administrators receive training to conduct the evaluation. None of the Midwest Region states has policies differentiating the criteria for evaluating teachers based on the student populations they teach or on their content-area expertise. The information is intended to provide policymakers and practitioners with a view of teacher evaluation policy at the state level in the Midwest Region. Details on methodology are appended. (Contains 5 tables.) [This REL Technical Brief was prepared for the Institute of Education Sciences (IES) by Regional Educational Laboratory Midwest administered by Learning Point Associates.].
Download or read book Race to the Top written by George A. Scott and published by . This book was released on 2013-10-24 with total page 43 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Dept. of Education (Education) created Race to the Top (RTT) to provide incentives for states to reform K-12 education in areas such as improving the lowest performing schools and developing effective teachers and leaders. In 2010, Education awarded 12 states nearly $4 billion in RTT grant funds to spend over 4 years. A state's RTT application and scope of work included the state's plans for development and implementation of teacher and principal evaluation systems by participating school districts. These systems assess teacher and principal effectiveness based on student academic growth and other measures, such as observation of professional practice. This report examines (1) the extent to which the 2010 grantee states have implemented their teacher and principal evaluation systems; (2) the challenges the grantee states have faced in designing and implementing these systems; and (3) how Education has helped grantee states meet their RTT objectives for teacher and principal evaluation systems. Tables and figures. This is a print on demand report.
Download or read book Regulations Regarding Approval of Teacher Evaluation Policies Rule 34 written by Nebraska. State Department of Education and published by . This book was released on 1985 with total page 3 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Using Multiple Evaluation Measures to Improve Teacher Effectiveness written by Glenda L. Partee and published by . This book was released on 2012 with total page 52 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research shows that an effective teacher is key to student success. But determining what evidence best reflects teacher effectiveness and how this information can be used to improve the quality of teaching are among the significant issues facing public education today. The impetus for meaningful teacher evaluation reform from many sectors set the stage for the major changes the nation is now witnessing in the direction and scope of teacher performance evaluation. Dynamic reforms effecting teacher evaluation and support are now happening in states and school districts. These reforms are inspired in part by the U.S. Department of Education's competitive grant programs, including Race to the Top, which require new standards and assessments in public schools, data systems capable of measuring student growth, and human capital systems designed to recruit, develop, and retain effective teachers. This effort is matched by recent priorities of the Teacher Incentive Fund supporting district-wide evaluation systems that reward teacher success. The Education Department's decision to provide waivers from key provisions of or flexibility within the Elementary and Secondary Education Act--also known as No Child Left Behind--offers a further boost and a framework for states to make these long overdue reforms in a coherent way. Many states are now actively building or implementing educator workforce systems with meaningful evaluation and support systems that are linked to improvements in classroom practices and student achievement. The focus of this report is on one piece of this very large set of transformations: the multiple measures and multiple methods used in new teacher evaluation systems, including the weighting of these measures, to determine a composite score of teacher effectiveness. The data source for this analysis is the plans of 23 second-round waiver applicants approved by the U.S. Department of Education as of August 2012. These include the plans received and approved for Arizona, Arkansas, Connecticut, Delaware, the District of Columbia, Kansas, Louisiana, Maryland, Michigan, Mississippi, Missouri, Nevada, New York, North Carolina, Ohio, Oregon, Rhode Island, South Carolina, South Dakota, Utah, Virginia, Washington, and Wisconsin. The review of these various reform plans indicates that the design and implementation of new systems of evaluation and support are truly works in progress. It's clear that this work will be an iterative process and that it should be open to review and adjustment as new research and the results of pilot implementations surface. For now, the state efforts and the waiver process both represent a rich laboratory of exploration and reform that bears watching for lessons to be learned, as well as for necessary corrections to be made. A few findings have already emerged from this initial review. They include the following: (1) This is hard work that is being approached differently by states while they implement multiple reforms; (2) Measures used to assess educator effectiveness are diverse and cannot be captured by only one or two indicators; (3) States are expanding the measures used to determine teacher effectiveness for nontested grades and subjects; (4) Systems have diverse purposes; and (5) Successful systems need an infrastructure of support. Policy recommendations are offered. (Contains 4 figures, 1 table, and 73 endnotes.).
Download or read book Classroom Assessment and Educational Measurement written by Susan M. Brookhart and published by Routledge. This book was released on 2019-07-04 with total page 567 pages. Available in PDF, EPUB and Kindle. Book excerpt: Classroom Assessment and Educational Measurement explores the ways in which the theory and practice of both educational measurement and the assessment of student learning in classroom settings mutually inform one another. Chapters by assessment and measurement experts consider the nature of classroom assessment information, from student achievement to affective and socio-emotional attributes; how teachers interpret and work with assessment results; and emerging issues in assessment such as digital technologies and diversity/inclusion. This book uniquely considers the limitations of applying large-scale educational measurement theory to classroom assessment and the adaptations necessary to make this transfer useful. Researchers, graduate students, industry professionals, and policymakers will come away with an essential understanding of how the classroom assessment context is essential to broadening contemporary educational measurement perspectives. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.
Download or read book The Science of Learning and Development written by Pamela Cantor and published by Routledge. This book was released on 2021-06-21 with total page 245 pages. Available in PDF, EPUB and Kindle. Book excerpt: This essential text unpacks major transformations in the study of learning and human development and provides evidence for how science can inform innovation in the design of settings, policies, practice, and research to enhance the life path, opportunity and prosperity of every child. The ideas presented provide researchers and educators with a rationale for focusing on the specific pathways and developmental patterns that may lead a specific child, with a specific family, school, and community, to prosper in school and in life. Expanding key published articles and expert commentary, the book explores a profound evolution in thinking that integrates findings from psychology with biology through sociology, education, law, and history with an emphasis on institutionalized inequities and disparate outcomes and how to address them. It points toward possible solutions through an understanding of and addressing the dynamic relations between a child and the contexts within which he or she lives, offering all researchers of human development and education a new way to understand and promote healthy development and learning for diverse, specific youth regardless of race, socioeconomic status, or history of adversity, challenge, or trauma. The book brings together scholars and practitioners from the biological/medical sciences, the social and behavioral sciences, educational science, and fields of law and social and educational policy. It provides an invaluable and unique resource for understanding the bases and status of the new science, and presents a roadmap for progress that will frame progress for at least the next decade and perhaps beyond.
Download or read book Classroom Assessment written by Lorin W. Anderson and published by Routledge. This book was released on 2003-02-26 with total page 201 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is based on the belief that decision making is perhaps the most critical of all teaching skills and that good assessments lie at the core of good decision making. To become better teachers then, teachers must learn to make informed decisions about both individual students (learning decisions) and about groups of students (teaching decisions). This book gives equal status to both types of decisions and shows how assessment is integral to both. The organization of the book is sequential, mirroring the way in which information should be used to make decisions. It begins with a conceptual framework linking information to decision making, then moves to the design of assessment instruments and the collection of assessment information, then to the interpretation of assessment information and, finally, to reporting the results of both the assessment and the decision-making process. There is an emphasis throughout on linking why teachers assess with what and how they assess. Other key features include: * Practical Framework -- The book's framework corresponds to the framework that teachers use to grade their students: conduct (classroom behavior), effort (student motivation), and achievement (student learning). * Unique Chapters -- There are separate chapters on interpreting assessment information prior to decision making and on reporting assessment information to parents, teachers, and administrators. * Flexibility -- Because of its modest length and price, and its practical focus on the links between assessment and everyday teacher decision making, this text can be used either in full-length assessment courses for teachers or to teach the assessment units in educational psychology or integrated methods courses.
Download or read book Still Separate and Unequal written by Barry A. Gold and published by . This book was released on 2007 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: Racially separate schools cannot be equal even if funding levels are the same as wealthy White school districts, according to Barry A. Gold in his provocative new book. By documenting the effects that the New Jersey Supreme Court Abbott V decision had on schools and classrooms, Gold argues that Abbott V, along with NCLB, actually widened the educational gap between middle-class White students and minority students by creating a new but less effective type of urban education. This in-depth examination describes and analyzes the actual behavior of administrators and teachers to understand how and why these educational reforms failed. The book features include: reports on the two most important reforms of urban education in U.S. history - the New Jersey Supreme Court Abbott V ruling and NCLB; rich case studies of 7 years of urban elementary reform; why reform efforts failed to achieve their intended outcomes is explained; and ways to improve future urban education reforms are identified.
Download or read book Examining Job Satisfaction written by Jonathan H. Westover and published by Common Ground Publishing. This book was released on 2010 with total page 515 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited collection provides a comprehensive introduction to job satisfaction and its wide sweeping impacts for the modern workplace, presenting a wide range of cross-disciplinary research in an organized, clear, and accessible manner that is informative to management academics and instructors, organizational managers, leaders, and human resource development professionals.
