Download or read book Teacher Perceptions of Student Growth Measures in Performance Evaluation written by Ryan Curtis Most and published by . This book was released on 2019 with total page 291 pages. Available in PDF, EPUB and Kindle. Book excerpt: The accountability measures for schools originally outlined in the No Child Left Behind (NCLB) legislation established links between student and teacher performance. Race to the Top (RttT) initiatives and waivers for the original Elementary and Secondary Education Act (ESEA) legislation required these links be used for teacher accountability in the form of including student growth measures, value-added measures, or student achievement data into teacher performance evaluations. While the most recent renewal of ESEA, referred to as the Every Student Succeeds Act (ESSA), has removed this inclusion as a requirement, the language of ESSA still encourages the use for merit pay and compensation measures. While the intent is clear, to hold teachers accountable and hopefully, improve practice, the question occurs, how do teachers perceive these reforms? This qualitative narrative multiple case study examined those perceptions through the lived experiences of six core content teachers from a large mid-western middle school whose district has adopted an evaluation tool and process that allows for student growth measures to be included in a summative performance evaluation score. Through interviews, narratives, and shared artifacts, participants contributed to the understanding of the phenomenon. Each participant was treated as a separate case, and their in-depth interviews and responses to narrative prompts were analyzed using the three-dimensional narrative inquiry space. Cross-case analysis was used to analyze individual cases with the intent to identify similarities and differences across multiple cases. The results were used to answer the research question: How do teachers perceive the use of student growth measures in evaluations used for performance evaluation for intermediate grades teachers at an urban mid-western middle school?
Download or read book Evaluating Teachers Using Student Growth Measures written by Catherine G. Wilson and published by . This book was released on 2016 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate how the inclusion of student growth measures in the teacher evaluation process may alter teacher’s perceptions of the trust relationship with building level administrators and influence changes in classroom practices. A theoretical frame built around the five facets of trust: benevolence, reliability, competence, honesty, and openness was used as the lens to inform the research questions. Participants were purposefully selected by their years of experience, grade level and content teaching assignments and employment at one of the three selected high schools chosen in the study. Findings indicate benevolence and reliability were two facets of trust that were most important in building or destroying trust. For teachers with a solid trust relationship with their evaluating administrator, the uncertainties about the inclusion of student growth measures to the evaluation process was mitigated by the perception teachers had that the administrator would look out for their best interest and knew multiple factors would be taken into consideration. For those with low levels or no trust, the inclusion of student growth measures created behaviors of self-preservation and concern about the intentions of the administration. Student growth measures added to the evaluation process has been promoted as a way to improve teacher performance, teachers had differing views on how it would influence practices including unintended consequences.
Download or read book Student Growth Measures in Policy and Practice written by Kimberly Kappler Hewitt and published by Springer. This book was released on 2016-10-05 with total page 294 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines the intersection of policy and practice in the use of student growth measures (SGMs) for high-stakes purposes as per such educator evaluation systems. The book also focuses on examinations of educators’ perceptions of and reactions to the use of SGMs; ethical implications pertaining to the use of SGMs; contextual challenges when implementing SGMs; and legal implications of SGM use. The use of student test score data has been the cornerstone of the recent transfiguration of educator evaluation systems in forty-two states and the District of Columbia. Three leading voices on SGMs—Sean Corcoran, Henry Braun, and David Berliner—also serve as section and concluding commentators.
Download or read book A Study of Teacher Perceptions of the Use of Student Growth Measures in Teacher Evaluation and Its Effect on School Culture written by Jennifer L. Slanger and published by . This book was released on 2014 with total page 111 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explored teacher perceptions of the inclusion of student growth data into the teacher evaluation process and the relationship(s) these perceptions might have on school culture. A positive correlation (p
Download or read book An Analysis of Teacher Evaluation and Student Growth Relative to the Texas Teacher Incentive Allotment written by Rebecca L. Metzger and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Policy reforms have changed teacher evaluations from simple checklist-style evaluations to complicated rubrics measuring multiple performance indicators. Additionally, policy reforms with the intention of improving student outcomes have shifted the use of teacher evaluations from low-stakes to high-stakes. These high-stakes policies include pay-for-performance systems. As policy has evolved, research about teacher evaluations has increased with three themes emerging: the study of teacher and evaluator perceptions about evaluation reform, rater-bias concerns, and subjective evaluation data compared to objective student performance measures. Texas recently enacted legislation essentially creating a state-funded pay-for-performance system shifting the use of teacher evaluations from low-stakes to high-stakes for most districts. The nature of the new laws, although optional, create pressure for districts to implement the system to remain competitive in the market for employing high-quality teachers. This study aimed to evaluate the consistency of teacher evaluators and the relationship between subjective ratings of teacher performance and objective measures of student growth in a school district. Data were available from a North Texas school district. Statistical analyses were performed to determine whether evaluators score teachers harder or easier than one another. Statistical analyses were also performed to examine the relationship between evaluation scores and student growth. Results indicated that for 24 evaluators, most are not scoring statistically significantly harder or easier than each other, with two exceptions. Also, the district demonstrated a moderate positive correlation between teacher evaluation scores (T-TESS scores) and student growth on a district-wide basis but demonstrated some negative or weak correlations when analyzed by evaluator or campus. These results have implications for the participating district as it implements the new policy. For example, the district should strive to improve rater bias by calibrating raters to improve the overall reliability of the evaluation system. Also, the district should continue investigating subjective evaluation ratings and objective student achievement measures for compliance with policy implementation. This study was conducted under the context of the designation system requirements of the Texas Education Agency, which includes inherent limitations that district administrators should consider.
Download or read book Teacher Evaluation in Practice written by Susan E. Sporte and published by . This book was released on 2016-08-23 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Exploration of the Relationship Between Teachers Performance and Student Academic Growth written by Carl Landry and published by . This book was released on 2016 with total page 159 pages. Available in PDF, EPUB and Kindle. Book excerpt: As a result of federal initiatives like Race to the Top (RTTT, 2009) and No Child Left Behind (NCLB, 2001), there has been strong emphasis placed on quality instruction nationwide. Most policymakers believe that teacher evaluation is the primary method for improving instruction. The district involved in this study was a recipient of the federal Teacher Incentive Fund (TIF) Grant. The primary goal of the TIF Grant was to develop a quality teacher evaluation system based on multiple measures of teacher effectiveness. Analyzing this evaluation system based on the theoretical framework of performance assessment lead to two major research questions. The first question framed by rater affect and rater motivation focused on the extent that the teacher evaluation system accurately identified teacher quality. The second question framed by the purpose of performance assessment and 360 degree feedback examined to what extent that quality teaching, as determined by the teacher evaluation system, affected student growth measures. These questions were explored through a quantitative correlational approach that sought to determine the relationship between variables such as principals' rating scores, teachers' self-assessments scores, and students' academic growth in the areas of mathematics and reading. Examining these questions showed that there was a statistically significant, moderate to strong relationship between teachers' ratings and principals' ratings. In terms of student growth, there was a statistically significant relationship between students' perception of teacher practice and academic growth in the area of reading.
Download or read book Differentiated Supervision written by Allan A. Glatthorn and published by Association for Supervision & Curriculum Development. This book was released on 1997 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Differentiated supervision is an approach to supervision that provides teachers with options about the kinds of supervisory and evaluative services they receive. The differentiated model provides intensive development to nontenured teachers and to tenured teachers with serious problems. The rest of the faculty receive options for fostering their professional development, working in collaborative teams or opting for a self-directed approach. This book describes a model of differentiated supervision and offers suggestions for its implementation. Chapter 1 presents a rationale for differentiated supervision and briefly describes its components. Chapter 2 explains the foundation elements needed by all teachers to make the model work effectively. The third chapter describes processes for fostering the learning-centered classroom, with a focus on learning outcomes. Chapters 4 through 6 explain how each of the following developmental options works: providing intensive development; fostering cooperative professional development; and facilitating self-directed development. The seventh chapter focuses on the evaluative options in a differentiated system, which distinguishes between two types of evaluation--intensive evaluation and standard evaluation. The final chapter offers suggestions for developing local models appropriate to an individual district's needs and resources. Contains 11 figures and an appendix listing schools using the differentiated model. References accompany each chapter. (LMI)
Download or read book A Mixed Methods Approach written by Ronald J. Maniglia and published by . This book was released on 2017 with total page 378 pages. Available in PDF, EPUB and Kindle. Book excerpt: The goal of this mixed method sequential study was to investigate the extent of the shared understanding between teachers and administrators in one suburban New Jersey high school of the behaviors and qualities of teachers rated as highly effective under the six standards of the Stronge Teacher Effectiveness Performance Evaluation System. This study also explored whether a relationship existed between effectiveness ratings for Teacher Practice and Student Growth scores. After briefly summarizing the history of teacher supervision, the literature review examined the four major New Jersey teacher evaluation systems and the use of value-added models in determining teacher effectiveness. In the quantitative correlational phase of this study, teachers and administrators completed a web-based survey rating the effectiveness of teachers in written scenarios and a classroom observation video against the six Stronge performance standards. Teacher Practice and Student Growth scores were also extracted from the district's evaluation database. In the qualitative phase, a purposeful sample of teachers and administrators were interviewed using a semi-structured questionnaire concerning their perceptions of the behaviors and practices of highly effective teachers. Triangulation was established through the integration of the results from the thematic analysis of the coded interview transcripts and the statistical analysis of the survey and the teacher evaluation score data. This study provided an opportunity for teachers and administrators to observe and rate the effectiveness of the same teacher using the same evaluation framework. Differences were found between teachers and administrators in their perceptions of the practices of effective teachers. The most significant disparities among teachers and administrators themselves were evident in the standards for Assessment of/for Learning and Professionalism. Analysis of the evaluation database scores suggested a minimal relationship existed between Teacher Practice and Student Growth. Recommendations were presented for teachers, administrators, researchers and other policy makers regarding the use of value-added student growth measures to determine teacher effectiveness. Suggestions were made for developing a shared understanding of the qualities of "highly effective" teachers. Proposals for further research were offered to replicate and expand the findings of this study.
Download or read book Teacher Evaluation written by Anthony J. Shinkfield and published by Springer Science & Business Media. This book was released on 2012-12-06 with total page 406 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Value added Model VAM Component of Teacher Evaluation and Job Satisfaction Efficacy and Retention written by Maureen Martin and published by . This book was released on 2021 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study aimed to research the perspectives of four teachers who teach low-scoring populations of students traditionally. The research questions focused on job satisfaction, self-efficacy, and retention in education about Value-Added Model scores in their evaluations. The secondary purpose was for the teachers to recommend authentic assessment of student growth which is weighted 33% of teacher evaluations. I conducted a series of three open-ended interviews with each of the four participants. The interviews were designed to allow rich data to be collected. The significant findings have been discovered using the constant comparative method. The analysis revealed that the teacher's perceptions of VAM scores were not in their control, nor did the teachers understand how the score is calculated; however, it was a stress point in the teaching environment. The recommendations for alternative measurement of student achievement had a common thread of a baseline assessment and a learning gain assessment of the students the teachers directly taught. The emerging themes concluded that the evaluating administrator had more impact on job satisfaction and self-efficacy than VAM scores. The research questions drove the study, and the analysis discovered trends and emerging themes.
Download or read book Designing Teacher Evaluation Systems written by Thomas Kane and published by John Wiley & Sons. This book was released on 2014-06-03 with total page 604 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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
Download or read book Teacher Perceptions of the Impact of the North Carolina Teacher Evaluation Process on Teacher Effectiveness Professional Growth and Attitudes Toward Teaching written by Kim H. Case and published by . This book was released on 2016 with total page 482 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study’s purpose was to examine teacher perceptions of the impact the North Carolina Teacher Evaluation Process (NCTEP) has on their professional growth, effectiveness, and attitudes toward teaching. Literature review reveals a longstanding interest in teacher evaluation for ensuring teacher quality and enhancing professional growth. Controversy exists in public and educational arenas as to how both purposes can be accomplished within a single evaluation system. -- North Carolina evaluation reforms have mirrored nationwide efforts to use teacher evaluation as a tool for improving teacher effectiveness. The incorporation of value-added measures (VAMs) into teachers’ summative ratings and implementation of the North Carolina Educator Evaluation System (NCEES) for online data collection were outcomes of North Carolina’s Race to the Top grant. -- In this study, teachers from a midsized school district in western North Carolina completed the Teacher Evaluation Profile (modified). This online survey identified correlations among key evaluation attributes and outcome ratings for overall quality of NCTEP, its impact on attitudes toward teaching, professional growth, and teacher effectiveness. Narrative responses were generated through survey comments and follow-up interviews. -- Findings from this study supported the conclusions that teacher perceptions of the impact of NCTEP on professional growth, teacher effectiveness, and attitudes toward teaching differed based on years of teaching experience and grade level taught at the time of the last evaluation. Teacher attributes did not show significant relationships to outcome ratings. -- Qualitative data indicated that teachers perceive that NCTEP does not include all aspects contributing to teacher performance. Teachers report that student factors such as motivation, attendance, behavior, and intellectual qualities should be taken into consideration in NCTEP.
Download or read book Demographic Characteristics and Measures of Teacher Performance in Urban Schools written by Tequilla Andrea Banks and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Policy shifts over the last decade have resulted in an increased focus on teacher effectiveness as a key lever for increasing student academic outcomes. As a result, districts and states began overhauling their teacher evaluation systems to more accurately assess the performance of teachers. Many of these models included multiple measures that when combined, are believed to more accurately measure a teacher’s individual effectiveness. Because these models are being used to make human capital decisions, it is imperative that the models be examined for both their efficacy and lack of bias. Ultimately, this study examined two overarching themes: whether the teacher evaluation model utilized in one large urban district provides an accurate assessment of teacher quality and whether school and teacher characteristics are predictive of educator evaluation ratings. Essentially, the study was conducted to determine whether the teacher evaluation system being examined, accurately assesses the performance of all teachers despite their race and the unique characteristics of the schools where they serve. The data revealed that relationships existed between the three primary components of the teacher evaluation system being examined: classroom observations, student perceptions, and value-added, or growth scores, indicating that it was in fact an accurate method for assessing teacher performance. However, the study revealed relationships between the components of the model and characteristics of teachers and schools. School culture and poverty concentration were linked to teacher performance ratings. Results also showed that certain demographics, such as teacher race and school poverty concentration were in fact predictive of effectiveness ratings. The study found that some teacher and school characteristics did predict teacher performance. Implications resulting from the study should lead district leaders to consider how evaluation scores are interpreted for certain races of teachers, particularly when these teachers are serving in more challenging school environments (across-school variance) and serving at-risk populations of students (within-school variance). Additional analyses should be conducted to further investigate the unmitigated effects of these variables in influencing a teacher’s performance.
Download or read book Teachers and Administrators Perceptions of a New Multi measure Teacher Evaluation System in One Large Urban School District in Texas written by Gladys Smith Moton and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The No Child Left Behind (NCLB) Act, and Obama‘s Race to the Top (2009) policy charged districts with increasing academic achievement by improving teacher quality. The problem of teacher quality has plagued the public school system for decades. Stronge and Hindman (2005) suggest, we can greatly improve student achievement if we come to an understanding of what constitutes an effective teacher and then seek out those qualities and behaviors (p. 49). Districts are now compelled to take a closer look at teacher evaluation systems in order to measure teacher quality and effectiveness. Evaluation systems provide the impetus for informing teacher practice, as well as, potentially driving future staff development (Education, 2009). Many states are now requiring teacher ratings to be based on multiple measures of performance, with many states and districts electing to establish performance pay incentive parameters for meeting specific goals (Doherty & Jacobs, 2013). In the backdrop of this transitional educational landscape, at least one large urban school district in Texas embarked upon a project to improve its teacher evaluation system. The 2012-2013 school year marked the deployment of this district‘s newly implemented teacher evaluation system. This newly implemented teacher evaluation system aimed to address both teacher effectiveness and student growth. The purpose of this program evaluation was to: 1) examine teachers‘ and administrators‘ perceptions of the newly implemented teacher evaluation system within a large urban school district and its influence on instructional planning, classroom instruction and professional practice; 2) examine teachers‘ and administrators‘ perceptions regarding the training they received with the newly implemented evaluation system; and, 3) explore teachers‘ and administrators‘ perceptions regarding the newly implemented teacher evaluation system being tied to performance pay. A purposeful sampling of sixteen teachers and five principals from low-performing and high-performing elementary, middle, and high schools within one large urban school district were selected as participants for this study to gain multiple perspectives from teachers and administrators across various contexts. Participants were part of one of the district‘s feeder pattern schools who participated in the pilot year of implementation. Three teacher focus groups were conducted, and each of the five principals were interviewed one-on-one using semi-structured interviews. Transcribed audio recordings from principal interviews and teacher focus groups were coded inductively (Creswell, 2002) and analyzed for emerging themes using the constant comparison method (Glaser and Strauss,1967). Findings revealed teachers and administrators perceived the newly implemented teacher evaluation system to positively influence instructional planning by providing the focus and structure embedded in the Danielson‘s Framework for Teaching and assisting teachers in refining pedagogy. Additionally, both teachers and administrators reported the evaluation system influenced classroom instruction by promoting increased levels of student engagement and moving teachers from teacher-directed instruction to student-driven learning. Findings also revealed the evaluation system provides teachers and administrators opportunities for reflective practice through increased dialog and strengthened relationships. The teachers and administrators perceived some of the training to be overwhelming and confusing due to the large amount of content given at once. Lastly, findings revealed teachers and administrators question the fairness of tying student growth measures to teacher performance pay, and they are unclear about the process for determining teacher performance pay. Implications and recommendations for districts planning to implement new evaluation systems are included in this study. The recommendations include: developing a clear set of teaching standards rooted in best practices for effective teaching when adopting a new teacher evaluation system; assuring the evaluation process encourages frequent observations, goal setting, action planning, and teacher and administrator reflections to promote reflective and improved practice, increased dialog, and strengthened relationships; assuring district leadership across all levels are well-informed regarding the newly implemented teacher evaluation system and are equipped to explain processes and address concerns; forming a district-wide core training team to deliver district-wide professional development rather than relying solely on campus administrators to deliver turn-around training to teachers and other campus level administrators; and, scaffolding training in smaller segments to allow adult learners to synthesis and process information more deeply.
Download or read book Teacher Capacity and Attitude Toward Data written by Elizabeth C. Mitcham and published by . This book was released on 2015 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 297 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.
