scholarly journals Examining the Relationship Between Teacher Performance Ratings and District Under the Ohio Teacher Evaluation System

2020 ◽  
Vol 8 (4) ◽  
pp. 41
Author(s):  
Nicholas P. Elam ◽  
W. Holmes Finch
Keyword(s):  
Teacher Evaluation ◽  
Evaluation System ◽  
Teacher Performance ◽  
Student Growth ◽  
Performance Ratings ◽  
Ohio Teacher Evaluation System ◽  
Log Linear ◽  
Evaluation Rubrics ◽  
Student Growth Measures ◽  
The Relationship

The soundness of the Ohio Teacher Evaluation System (OTES) depends heavily on evaluators’ uniform interpretation of the qualitative Teacher Performance rubric. This study investigates the relationship between teachers’ district of employment, and the Teacher Performance ratings they receive under OTES. For Ohio districts that implemented OTES in 2012-2013, 2013-2014, and 2014-2015, the proportion of various Teacher Performance ratings and Student Growth Measures ratings are examined and compared to statewide proportions, using descriptive data and a log-linear model. Findings speak to the importance of a continued or renewed emphasis on fostering uniform interpretation and implementation of teacher evaluation rubrics and systems.

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 Sensitivity of Teacher Performance Ratings to the Design of Teacher Evaluation Systems

2017 ◽  
Vol 46 (7) ◽  
pp. 378-396 ◽  
Author(s):  
Matthew P. Steinberg ◽  
Matthew A. Kraft
Keyword(s):  
Teacher Evaluation ◽  
Teacher Performance ◽  
Critical Role ◽  
Performance Measure ◽  
Performance Ratings ◽  
Evaluation Systems ◽  
Teacher Proficiency ◽  
And Performance ◽  
Teacher Evaluation Systems ◽  
Using Data

In recent years, states and districts have responded to federal incentives and pressure to institute major reforms to their teacher evaluation systems. The passage of the Every Student Succeeds Act in 2015 now provides state policymakers with even greater autonomy to redesign existing evaluation systems. Yet, little evidence exists to inform decisions about two key system design features: teacher performance measure weights and performance ratings thresholds. Using data from the Measures of Effective Teaching study, we conduct simulation-based analyses that illustrate the critical role that performance measure weights and ratings thresholds play in determining teachers’ summative evaluation ratings and the distribution of teacher proficiency rates. These findings offer insights to policymakers and administrators as they refine and possibly remake teacher evaluation systems.

scholarly journals Government Policy on Teacher Evaluation in Greece

2000 ◽  
Vol 8 ◽  
pp. 28 ◽  
Author(s):  
Michail D. Chrysos
Keyword(s):  
Teacher Evaluation ◽  
Student Performance ◽  
Government Policy ◽  
Evaluation System ◽  
Teacher Performance ◽  
Professional Roles ◽  
Ministry Of Education ◽  
Top Down

After nearly two decades of freedom from evaluation, teachers in Greece became the focus of a new evaluation system. In 1998, reformers sought to raise the level of student performance by the regulation of teacher performance through a top-down evaluation system administered by the Greek Ministry of Education and Religous Affairs. The probable effects of this evaluation system on teachers' professional roles and development are analyzed.

The Relationship of Special Education Teacher Performance on Observation Instruments With Student Outcomes

2020 ◽  
Vol 54 (1) ◽  
pp. 54-65 ◽  
Author(s):  
Evelyn S. Johnson ◽  
Yuzhu Zheng ◽  
Angela R. Crawford ◽  
Laura A. Moylan
Keyword(s):  
Special Education ◽  
Student Performance ◽  
Special Education Teachers ◽  
Teacher Performance ◽  
Student Growth ◽  
School Year ◽  
Academic Measures ◽  
Observation Protocol ◽  
Relationship Of ◽  
The Relationship

In this study, we examined the relationship of special education teachers’ performance on the Recognizing Effective Special Education Teachers (RESET) Explicit Instruction observation protocol with student growth on academic measures. Special education teachers provided video-recorded observations of three instructional lessons along with data from standardized, curriculum-based academic measures at the beginning, middle, and end of the school year for the students in the instructional group. Teachers’ lessons were evaluated by external, trained raters. Data were analyzed using many-faceted Rasch measurement (MFRM), correlation, and multiple regression. Teacher performance on the overall protocol did not account for statistically significant variance in student growth beyond that of students’ beginning of the year academic performance. Teacher performance on an abbreviated protocol comprised of items that had average or higher item difficulties on the MFRM analysis accounted for an additional 4.5% of variance beyond that of beginning of the year student performance. Implications for further research are discussed.

scholarly journals Teacher evaluation by different internal evaluators: Head of departments, teachers themselves, peers and students

2021 ◽  
Vol 10 (2) ◽  
pp. 588
Author(s):  
Talal S. Almutairi ◽  
Nawaf S. Shraid
Keyword(s):  
Teacher Evaluation ◽  
Evaluation System ◽  
Teacher Performance ◽  
The Other ◽  
Peer Evaluation ◽  
Self Evaluation ◽  
Significant Difference ◽  
Survey Instruments ◽  
Internal Evaluators ◽  
Evaluation Survey

<p>This study analyzed teacher evaluation in school, through involving different internal evaluators, in order to determine the extent to which they evaluate teacher performance accurately and objectively. Evaluation survey instruments are used in this study, which are designed based the criteria of existing teacher evaluation system in the context, along with other criteria for evaluating teachers. The sample of this study included teachers, heads of departments and students from high schools in four different districts in Kuwait, received responses as 100 from heads of department, 100 from teachers ‘self-evaluation’, 100 from peer and 912 from students. The findings show that there is no significant difference between teachers’ self-evaluation and heads of departments’ evaluation. On the other hand, this study finds that subjectivism and competition may have an effect on peer evaluation and students may over-evaluate their teachers’ performance as attempt to draw a better picture of their teachers in front of evaluators.</p>

Teacher Performance Appraisal Regulation: A Policy Case Analysis

2020 ◽  
Vol 104 (1) ◽  
pp. 20-33
Author(s):  
Ed Dandalt ◽  
Stephane Brutus
Keyword(s):  
Teacher Evaluation ◽  
Performance Appraisal ◽  
Evaluation System ◽  
Teacher Performance ◽  
Evaluation Systems ◽  
Evaluation Practices ◽  
Empirical Inquiry ◽  
Technical Requirements ◽  
Teacher Evaluation Systems ◽  
Teachers Perspectives

This article uses an analysis of the language used in the Teacher Performance Appraisal Technical Requirements Manual in Ontario to highlight some procedural issues. Arguably, the existence of flaws in the teacher evaluation system is not only limited to evaluation practices but is also embedded in evaluation regulations. Furthermore, the article provides a novel example of how a study of teacher evaluation systems can go beyond teachers’ perspectives of evaluation practices and can also consider teacher evaluation regulations as a source of empirical inquiry and a form of knowledge.

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