Reforming Again: Now Teachers

2014 ◽  
Vol 116 (1) ◽  
pp. 1-15
Author(s):  
Ronald W. Marx
Keyword(s):  
Labor Market ◽  
Teacher Evaluation ◽  
Reliability And Validity ◽  
Value Added ◽  
Social Institutions ◽  
Special Issue ◽  
High Stakes ◽  
Teacher Labor Market ◽  
Teachers College ◽  
Teacher Labor

Background Educational reform responds to local and national pressures to improve educational outcomes, and reform efforts cycle as similar pressures recur. Currently, reform efforts focus on teachers, even though confidence in a host of American social institutions is dropping. One of the most widespread reforms regarding teachers is the creation of state laws and regulations that require high-stakes evaluation, often using value-added models or related approaches to measuring growth in student learning. Purpose This article discusses the papers in this special issue of Teachers College Record, drawing implications for teacher evaluation practice and policy, along with possible changes in the demand for teacher education and the teacher labor market. Conclusions The articles in this special issue of Teachers College Record address the use of emerging high-stakes teacher evaluation regulations and draw implications for policy and practice. All papers address limitations in the reliability and validity of these systems and the impacts that such shortcoming might have on teachers and students. In addition, there could be major impacts on the teacher labor market with implications for the sustained effectiveness of America's schools.

Teacher Labor Market (Bursa Tenaga Kerja Guru): Kajian Teknologi Pendidikan

2018 ◽  
Vol 1 ◽  
Author(s):  
Baharuddin Baharuddin ◽  
St. Rajiah Rusydi
Keyword(s):  
Labor Market ◽  
Teacher Labor Market ◽  
Teacher Labor

Tujuan artikel ini upaya meningkatkan kemampuan guru dalam menguasai berbagai kompetensi, sehingga dapat menjalankan tugas dan kewajibannya secara profesional. Sertifikasi guru merupakan modal dasar bagi guru untuk mengembangkan profesinya secara terus-menerus sepanjang kariernya sebagai guru, yang pada gilirannya memberikan kontribusi bagi terwujudnya pendidikan yang bermutu. Melihat konsep tenaga kerja guru menjelaskan bahwa keefektifan guru digunakan untuk merujuk pada hasil kerja yang dicapai guru atau sejumlah kemajuan yang diraih siswa dalam rangka pencapaian tujuan-tujuan khusus pendidikan. Artikel ditulis dengan kajian literatur dengan hasil mengindentifikasi bagaimana luasnya variasi faktor-faktor permintaan dan penyaluran yang berdampak pada komposisi dan distribusi kekuatan kerja para tenaga pengajar sebagaimana halnya para guru; atribut guru dan berbagai kebijakan kemampuan kerja guru yang berdampak pada para lulusan, secara umum.

Value Added and Its Uses: Where You Stand Depends on Where You Sit

2013 ◽  
Vol 8 (3) ◽  
pp. 418-434 ◽  
Author(s):  
Sean Corcoran ◽  
Dan Goldhaber
Keyword(s):  
Performance Evaluation ◽  
Teacher Evaluation ◽  
Teacher Performance ◽  
Value Added ◽  
Evidence Base ◽  
High Stakes ◽  
Practical Utility ◽  
Evaluation Systems ◽  
Value Added Model ◽  
High Level

In this policy brief we argue that there is little debate about the statistical properties of value-added model (VAM) estimates of teacher performance, yet, despite this, there is little consensus about what the evidence about VAMs implies for their practical utility as part of high-stakes performance evaluation systems. A review of the evidence base that underlies the debate over VAM measures, followed by our subjective opinions about the value of using VAMs, illustrates how different policy conclusions can easily arise even given a high-level general agreement about an existing body of evidence. We conclude the brief by offering a few thoughts about the limits of our knowledge and what that means for those who do wish to integrate VAMs into their own teacher-evaluation strategy.

Nonmonetary Compensation in the Public Teacher Labor Market

2010 ◽  
Vol 5 (1) ◽  
pp. 82-103 ◽  
Author(s):  
Daniel Player
Keyword(s):  
Labor Market ◽  
Elementary Teachers ◽  
Female Students ◽  
Students With Learning Disabilities ◽  
Quality Teachers ◽  
Teacher Labor Market ◽  
Math Ability ◽  
The Public ◽  
Salary Structure ◽  
Teacher Labor

Because of the rigid salary structure in the public teacher labor market, principals may have the incentive to align classes favorably for high-quality teachers as a form of nonmonetary compensation. This article tests whether higher-quality teachers, holding other characteristics constant, tend to be matched with more favorable assignments. The findings show that elementary teachers with higher licensure exam scores and greater observed classroom success tend to be matched to students with higher prior math ability, fewer students with learning disabilities, fewer students eligible for subsidized lunch, and more female students. Several tests indicate that matching patterns are not entirely driven by parental pressure or the technology of learning, providing evidence that principals use class assignments as a way to compensate teachers.

Value-Added Model (VAM) Scholars on Using VAMs for Teacher Evaluation After the Passage of the Every Student Succeeds Act

2020 ◽  
Vol 122 (7) ◽  
pp. 1-34
Author(s):  
Matthew Ryan Lavery ◽  
Audrey Amrein-Beardsley ◽  
Tray Geiger ◽  
Margarita Pivovarova
Keyword(s):  
No Child Left Behind ◽  
Teacher Evaluation ◽  
Quantitative Methods ◽  
Common Ground ◽  
Value Added ◽  
Multiple Perspectives ◽  
High Stakes ◽  
Evaluation Systems ◽  
Federal Initiatives ◽  
Every Student Succeeds Act

Background/Context The Race to the Top federal initiatives and requirements surrounding waivers of No Child Left Behind promoted expanded use of value-added models (VAMs) to evaluate teachers. Even after passage of the Every Student Succeeds Act (ESSA) relaxed these requirements, allowing more flexibility and local control, many states and districts continue to use VAMs in teacher evaluation systems, suggesting that they consider VAMs a valid measure of teacher effectiveness. Scholars in the fields of economics, education, and quantitative methods continue to debate several aspects of VAMs’ validity for this purpose, however. Purpose The purpose of this study was to directly ask the most experienced VAM scholars about validity of VAM use in teacher evaluation based on the aspects of validity described in the Standards for Educational and Psychological Testing and found in a review of high-quality peer-reviewed literature on VAMs. Participants We invited the 115 scholars listed as an author or coauthor of one or more of the 145 articles published on evaluating teachers with VAMs that have been published in prominent peer-reviewed journals between 2002 and implementation of ESSA in 2016. In this article, we analyze data from 36 respondents (12 economists, 13 educators, and 11 methodologists) who rated themselves as “experienced scholars,” “experts,” or “leading experts” on VAMs. Research Design This article reports both quantitative and qualitative analyses of a survey questionnaire completed by experienced VAM scholars. Findings Analyses of 44 Likert-scale items indicate that respondents were generally neutral or mixed toward the use of VAMs in teacher evaluation, though responses from educational researchers were more critical of VAM use than were responses from economists and quantitative methodologists. Qualitative analysis of free response comments suggests that participants oppose exclusive or high-stakes use of VAMs but are more supportive of their use as a component of evaluation systems that use multiple measures. Conclusions These findings suggest that scholars and stakeholders from different disciplines and backgrounds think about VAMs and VAM use differently. We argue that it is important to understand and address stakeholders’ multiple perspectives to find the common ground on which to build consensus.

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