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.

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.

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.

Jumping through Hoops: Troubling Music Teacher Dilemmas in the New Era of Accountability

2019 ◽  
Vol 105 (3) ◽  
pp. 23-29
Author(s):  
Ryan Shaw
Keyword(s):  
Teacher Evaluation ◽  
Music Teachers ◽  
Standardized Test ◽  
Unintended Consequences ◽  
Student Growth ◽  
Music Teacher ◽  
Production Model ◽  
Accountability Systems ◽  
New Era ◽  
Student Learning Objectives

Conversations around changes to music teacher evaluation have publicly played out for the last decade. These discussions largely have focused on discrete aspects of the new accountability systems, including the particulars of observations, measuring student growth in non-tested grades and subjects, the motivation for changes to teacher evaluation, and myriad potential problems and unintended consequences involved. However, the underlying logic that drives these changes has been relatively ignored. I suggest that lurking beneath the surface of recent accountability systems is performativity, an approach to education that reorients schooling toward the competitive needs of the economy. In this “production” model, teachers are narrowly defined as effective if they produce specified results in the form of standardized test scores or successful completion of student learning objectives. This article offers vignettes of music teachers’ struggles under performativity to illustrate the dilemmas faced by conscientious educators, and it addresses some of their concerns.

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.

Grading Teachers: Race and Gender Differences in Low Evaluation Ratings and Teacher Employment Outcomes

2019 ◽  
Vol 56 (5) ◽  
pp. 1800-1833 ◽  
Author(s):  
Steven Drake ◽  
Amy Auletto ◽  
Joshua M. Cowen
Keyword(s):  
Charter Schools ◽  
Evaluation System ◽  
Employment Outcomes ◽  
Teachers Of Color ◽  
High Stakes ◽  
Teacher Labor Market ◽  
Race And Gender ◽  
And Gender ◽  
To Receive ◽  
The Relationship

In July 2011, the State of Michigan adopted a broad set of teacher labor market reforms, including a high-stakes evaluation system designed in part to remove low-performing teachers. We examine the characteristics of teachers rated as “minimally effective” and “ineffective,” as well as their schools, and the relationship between low effectiveness ratings and later employment outcomes. Results suggest teachers of color across traditional and charter schools are more likely to receive low effectiveness ratings than their within-school peers. These low rating risks are higher for teachers of color working in comparatively White-faculty contexts. Male and novice teachers are also rated low more frequently, and important differences appear to exist in the usage of low ratings by traditional public and charter schools.

scholarly journals Externalizing and internalizing symptoms and coping strategies in young victims of abuse

2021 ◽  
Author(s):  
Juan Manuel Moreno-Manso ◽  
Mª. Elena García-Baamonde ◽  
Eloísa Guerrero-Barona ◽  
Mª. José Godoy-Merino ◽  
Mónica Guerrero-Molina ◽  
...  
Keyword(s):  
Coping Strategies ◽  
Coping Style ◽  
Internalizing Symptoms ◽  
Evaluation System ◽  
Externalizing Symptoms ◽  
Protective Measures ◽  
And Coping ◽  
The Relationship ◽  
Internalizing And Externalizing ◽  
Internalizing And Externalizing Symptoms

AbstractThis research analyses the internalizing and externalizing symptoms and the coping strategies of young victims of abuse. These young people are in residential care under protective measures due to abuse. The participants were 61 youths (32 male and 29 female) between 12 and 17 years of age. Different works of research stress the need for an early identification of the psychopathological symptomatology that these adolescents may present in order to provide an adequate psycho-educational intervention. The relationship between the adolescents’ psychopathological symptomatology and the coping strategies and styles they use to resolve problems is studied. It is also analyzed whether internalizing and externalizing problems predict the style and coping strategies of adolescents. Two tests were used: 1. Child and Adolescent Evaluation System (SENA); 2. Adolescent Coping Scales (ACS). The results indicate that young victims of abuse have internalizing and externalizing symptoms. These adolescents are characterized by an unproductive coping style, as well as by the use of coping strategies that are not very functional and ineffective for resolving conflicts. The psychopathological symptomatology is related to and predicts an unproductive coping style, badly adapted to solving daily problems (worrying, blaming oneself, not coping, ignoring the problem, or keeping it to oneself). This research has allowed us to identify the presence of several areas of vulnerability in these young persons which could be playing an important role in their psychosocial maladjustment. The research suggests the design of intervention strategies, for both groups and individuals, aimed at mitigating and modifying the sources of the problems in victims of child abuse.

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