Teacher effectiveness and teacher growth from student ratings: An action research of school-based teacher evaluation

2021 ◽  
Vol 70 ◽  
pp. 101010
Author(s):  
Huijuan Chen ◽  
Mingyao Li ◽  
Xinyu Ni ◽  
Qiao Zheng ◽  
Lingyan Li
Keyword(s):  
Action Research ◽  
Teacher Evaluation ◽  
Teacher Effectiveness ◽  
Student Ratings ◽  
Teacher Growth ◽  
School Based

Transforming Teacher Evaluation Into an External Goal-Setting Practice and Empowering Nation Branding

2021 ◽  
pp. 267-283
Author(s):  
Despina Despo Konstantinides ◽  
Katerina Konstantinides-Vladimirou
Keyword(s):  
Teacher Evaluation ◽  
Education Reform ◽  
Teacher Effectiveness ◽  
Goal Setting ◽  
Teacher Motivation ◽  
Teacher Assessment ◽  
Nation Branding ◽  
Evaluation Practice ◽  
School Based

Undergoing education reform, the educational system of Cyprus seems to be seeking ways to shift teacher evaluation from a practice that stagnates teacher motivation to a practice that would raise, develop, and sustain teacher motivation towards teacher effectiveness. Teacher effectiveness may develop through formative teacher assessment, which can motivate teachers to generate outputs, namely student learning outcomes, and contribute to the improvement of the quality of the provided education. Being inspired by a conceptualization over the content of two qualitative research studies, which, in the context of secondary education of Cyprus, investigated teacher motivation and teacher evaluation respectively, this chapter recommends a goal setting, interactive teacher-teacher school-based evaluation practice of a formative type, which, being conversational and, therefore, motivational, may lead to teacher effectiveness.

scholarly journals The developing role of occupational therapists in school-based practice: Experiences from collaborative action research in Pakistan

2020 ◽  
Vol 83 (6) ◽  
pp. 375-386
Author(s):  
Debbie Kramer-Roy ◽  
Denise Hashim ◽  
Nighat Tahir ◽  
Areeba Khan ◽  
Asma Khalid ◽  
...  
Keyword(s):  
Action Research ◽  
Occupational Therapy ◽  
Inclusive Education ◽  
Primary Schools ◽  
Occupational Therapists ◽  
Collaborative Action Research ◽  
School Level ◽  
Collaborative Action ◽  
School Based

Introduction Occupational therapists around the world increasingly seek to support the participation of children with disabilities and special educational needs in mainstream education. Contemporary school-based occupational therapy practice is progressing from an individual, impairment focus towards collaborative, universal interventions at the whole class and whole school level. Participation-focused practice and collaboration is particularly important, but uncommon, in low-resource contexts such as Pakistan. Methods This article reports on collaborative action research that developed the role of occupational therapy in inclusive education in Karachi, Pakistan. A research team consisting of occupational therapists and teachers worked with five local primary schools, using the action research cycles of plan–implement–observe–reflect to develop practical strategies, materials and inclusive lesson plans to facilitate the participation of all children in all school-based occupations. Findings Support from school management and interdisciplinary collaboration were crucial for implementing change. In addition, strategies like inclusive lesson planning were found to benefit all children in class. Collaborative action research led to increased professional confidence in the teachers and occupational therapists, and skill development through developing a resource guide, running workshops and presenting at (inter)national conferences. Conclusion Collaborative action research was an effective means to develop the occupational therapy role in inclusive education practices in Pakistan, develop culturally appropriate educational resources, and upskill local therapists and teachers.

Rethinking Teacher Evaluation: A Conversation about Statistical Inferences and Value-Added Models

2013 ◽  
Vol 83 (2) ◽  
pp. 349-370 ◽  
Author(s):  
Kimberlee Callister Everson ◽  
Erika Feinauer ◽  
Richard Sudweeks
Keyword(s):  
Teacher Evaluation ◽  
Teacher Effectiveness ◽  
Value Added ◽  
Statistical Methodology ◽  
Current Standard ◽  
Accountability System ◽  
Statistical Inferences ◽  
Value Added Models ◽  
Value Added Modeling

In this article, the authors provide a methodological critique of the current standard of value-added modeling forwarded in educational policy contexts as a means of measuring teacher effectiveness. Conventional value-added estimates of teacher quality are attempts to determine to what degree a teacher would theoretically contribute, on average, to the test score gains of any student in the accountability population (i.e., district or state). Everson, Feinauer, and Sudweeks suggest an alternative statistical methodology, propensity score matching, which allows estimation of how well a teacher performs relative to teachers assigned comparable classes of students. This approach more closely fits the appropriate role of an accountability system: to estimate how well employees perform in the job to which they are actually assigned. It also has the benefit of requiring fewer statistical assumptions—assumptions that are frequently violated in value-added modeling. The authors conclude that this alternative method allows for more appropriate and policy-relevant inferences about the performance of teachers.

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.

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