Introducing a Teacher Evaluation System Based on Teacher Effectiveness Research: An Investigation of Stakeholders’ Perceptions

2007 ◽  
Vol 20 (1-2) ◽  
pp. 43-64 ◽  
Author(s):  
Leonidas Kyriakides ◽  
Demetris Demetriou
Keyword(s):  
Teacher Evaluation ◽  
Teacher Effectiveness ◽  
Evaluation System ◽  
Effectiveness Research

Policy Implementation, Principal Agency, and Strategic Action: Improving Teaching Effectiveness in New York City Middle Schools

2019 ◽  
Vol 42 (1) ◽  
pp. 134-160
Author(s):  
Julie Cohen ◽  
Susanna Loeb ◽  
Luke C. Miller ◽  
James H. Wyckoff
Keyword(s):  
New York ◽  
New York City ◽  
Teacher Evaluation ◽  
Policy Implementation ◽  
Teacher Effectiveness ◽  
York City ◽  
Evaluation System ◽  
Teaching Effectiveness ◽  
Strategic Action ◽  
Evaluation Policies

Ten years ago, the reform of teacher evaluation was touted as a mechanism to improve teacher effectiveness. In response, virtually every state redesigned its teacher evaluation system. Recently, a growing narrative suggests these reforms failed and should be abandoned. This response may be overly simplistic. We explore the variability of New York City principals’ implementation of policies intended to promote teaching effectiveness. Drawing on survey, interview, and administrative data, we analyze whether principals believe they can use teacher evaluation and tenure policies to improve teaching effectiveness and how such perceptions influence policy implementation. We find that principals with greater perceived agency are more likely to strategically use tenure and evaluation policies. Results have important implications for principal training and policy implementation.

scholarly journals The Compositional Effect of Rigorous Teacher Evaluation on Workforce Quality

2021 ◽  
Vol 16 (1) ◽  
pp. 7-41 ◽  
Author(s):  
Julie Berry Cullen ◽  
Cory Koedel ◽  
Eric Parsons
Keyword(s):  
School District ◽  
Teacher Evaluation ◽  
Teacher Effectiveness ◽  
Effective Teachers ◽  
Evaluation System ◽  
Urban School District ◽  
Compositional Effect ◽  
Personnel Decisions ◽  
Personnel Policies ◽  
New System

We study how the introduction of a rigorous teacher evaluation system in a large urban school district affects the quality composition of teacher turnovers. With the implementation of the new system, we document increased turnover among the least effective teachers and decreased turnover among the most effective teachers, relative to teachers in the middle of the distribution. Our findings demonstrate that the alignment between personnel decisions and teacher effectiveness can be improved through targeted personnel policies. However, the change in the composition of exiters brought on by the policy we study is too small to meaningfully impact student achievement.

Validation of a Statewide Teacher Evaluation System

2016 ◽  
Vol 100 (4) ◽  
pp. 203-222 ◽  
Author(s):  
Xianxuan Xu ◽  
Leslie W. Grant ◽  
Thomas J. Ward
Keyword(s):  
Teacher Evaluation ◽  
Teacher Effectiveness ◽  
Evaluation System ◽  
Outcome Measure ◽  
Internal Validity ◽  
Academic Progress ◽  
Student Growth ◽  
Student Growth Percentiles ◽  
Student Learning Objectives ◽  
The Relationship

This study examines the validity of a statewide teacher evaluation system in the Commonwealth of Virginia. Three hundred and thirty-eight teachers from 16 at-risk schools located in eight school districts participated in an evaluation system pilot during the 2011-2012 academic year. Teachers received ratings on six teacher effectiveness process standards and one student academic progress outcome measure. For the outcome measure, student academic progress was measured by student growth percentiles (where available and appropriate) and student achievement goal setting (i.e., student learning objectives). The study examines the internal validity of the system, specifically (1) the relationship between the six teacher effectiveness process standards and the student academic progress outcome measure and (2) the relationship between ratings on outcome measure for teachers with student growth percentile data and without.

The Consistency of Composite Ratings of Teacher Effectiveness: Evidence From New Mexico

2019 ◽  
Vol 56 (6) ◽  
pp. 2116-2146 ◽  
Author(s):  
Sy Doan ◽  
Jonathan D. Schweig ◽  
Kata Mihaly
Keyword(s):  
Teacher Evaluation ◽  
Teacher Effectiveness ◽  
Teacher Quality ◽  
Evaluation System ◽  
High Stakes ◽  
Evaluation Systems ◽  
Composite Rating ◽  
Teacher Evaluation Systems ◽  
Measures Of Performance ◽  
Original Rating

Contemporary teacher evaluation systems use multiple measures of performance to construct ratings of teacher quality. While the properties of constituent measures have been studied, little is known about whether composite ratings themselves are sufficiently reliable to support high-stakes decision making. We address this gap by estimating the consistency of composite ratings of teacher quality from New Mexico’s teacher evaluation system from 2015 to 2016. We estimate that roughly 40% of teachers would receive a different composite rating if reevaluated in the same year; 97% of teachers would receive ratings within ±1 level of their original rating. We discuss mechanisms by which policymakers can improve rating consistency, and the implications of those changes to other properties of teacher evaluation systems.

The Study and Application of Middle School Teacher Evaluation System Based on Support Vector Machine

2014 ◽  
Vol 905 ◽  
pp. 721-724
Author(s):  
Bo Yang ◽  
Li Na Zhang
Keyword(s):  
Support Vector Machine ◽  
Teacher Evaluation ◽  
Secondary School ◽  
Evaluation System ◽  
Secondary School Teachers ◽  
School Teacher ◽  
Evaluation Process ◽  
Support Vector ◽  
School Teachers ◽  
Teaching Management

In this paper, the Support Vector Machine (SVM) theory is applied to secondary school teachers evaluation systems. And the evaluation attributes of secondary school teachers are set in accordance with certain requirements. Through the use of sample data on the teacher evaluation system for a certain amount of training, we get a trained model, then evaluate and analyze the teachers data to be measured. This approach can make secondary school teachers assessment more accurate and reasonable, greatly reduce the workload of teaching management, and reduce the number of artificially errors in the evaluation process.

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