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.

scholarly journals An Analysis of Critical Issues in Korean Teacher Evaluation Systems

2016 ◽  
Vol 6 (2) ◽  
pp. 151-171
Author(s):  
Hee Jun Choi ◽  
Ji-Hye Park
Keyword(s):  
Teacher Evaluation ◽  
Evaluation System ◽  
Teacher Performance ◽  
Analytical Framework ◽  
Systematic Analysis ◽  
Efficient System ◽  
Evaluation Systems ◽  
Advantages And Disadvantages ◽  
Performance Based Pay ◽  
Teacher Evaluation Systems

Korea has used three different teacher evaluation systems since the 1960s: teacher performance rating, teacher performance-based pay and teacher evaluation for professional development. A number of studies have focused on an analysis of each evaluation system in terms of its advent, development, advantages and disadvantages, but these studies have beencritically limited in that they have focused only on the partial integration of the three current teacher evaluation systems, without addressing the problems embedded in each of them. The present study provides a systematic analysis of the three current Korean teacher evaluation systems based on a sound analytical framework and proposes appropriate directions for designing an effective and efficient system. It is found that the three systems share commonalities in terms of stakeholders, evaluators, scope, criteria and methods, further supporting the rationale for developing a single comprehensive teacher evaluation system in Korea. Finally, several steps to establish a comprehensive teacher evaluation system based on the analysis results are suggested. 

Evaluating the Systems: Teachers’ Perspectives on Teacher Evaluation

1990 ◽  
Vol 12 (1) ◽  
pp. 3-24 ◽  
Author(s):  
Penelope L. Peterson ◽  
Michelle A. Comeaux
Keyword(s):  
Teacher Evaluation ◽  
Professional Growth ◽  
Teaching Effectiveness ◽  
Teacher Assessment ◽  
Performance Measurement System ◽  
Evaluation Systems ◽  
Self Evaluation ◽  
Alternative System ◽  
Teacher Evaluation Systems ◽  
Teachers Perspectives

High school teachers (N = 48) in four schools in two districts in Florida and Wisconsin analyzed two behavioral teacher evaluation systems used in Florida (Florida Performance Measurement System [FPMS] and Teacher Assessment and Development System [TADS]), a Self-Evaluation Checklist, and an Alternative System designed to assess teachers’ reflection on practice. Overall, teachers rated the Alternative System most highly because they thought the system would facilitate professional growth by encouraging teachers to reflect on their teaching. However, Wisconsin teachers rated this system more highly than did Florida teachers, who rated TADS more favorably. Teachers’ ratings of TADS were significantly related to their agreement with a teaching effectiveness perspective, and Florida and Wisconsin teachers differed in their agreement with this perspective. Comparisons of teachers’ judgments who had actually used particular systems with those who had not showed the importance of considering the context as well as the content of evaluation systems.

Keeping Great Teachers: A Case Study on the Impact and Implementation of a Pilot Teacher Evaluation System

2016 ◽  
Vol 32 (3) ◽  
pp. 363-394 ◽  
Author(s):  
Claire Robertson-Kraft ◽  
Rosaline S. Zhang
Keyword(s):  
Teacher Evaluation ◽  
Teacher Retention ◽  
Evaluation System ◽  
School Level ◽  
Evaluation Systems ◽  
Teacher Survey ◽  
Teacher Evaluation Systems ◽  
The Individual ◽  
The Impact

A growing body of research examines the impact of recent teacher evaluation systems; however, we have limited knowledge on how these systems influence teacher retention. This study uses a mixed-methods design to examine teacher retention patterns during the pilot year of an evaluation system in an urban school district in Texas. We used difference-in-differences analysis to examine the impact of the new system on school-level teacher turnover and administered a teacher survey ( N = 1,301) to investigate individual and school-level factors influencing retention. This quantitative analysis was supplemented with interview data from two case study schools. Results suggest that, overall, the new evaluation system did not have a significant effect on teacher retention, but there was significant variation at the individual and school level. This study has important implications for policymakers developing new evaluation systems and researchers interested in evaluating their impact on retention.

scholarly journals Better integrating summative and formative goals in the design of next generation teacher evaluation systems

2020 ◽  
Vol 28 ◽  
pp. 63
Author(s):  
Timothy G. Ford ◽  
Kim Hewitt
Keyword(s):  
Teacher Evaluation ◽  
Professional Growth ◽  
Evaluation System ◽  
Self Determination Theory ◽  
Next Generation ◽  
Policy And Practice ◽  
Evaluation Policy ◽  
Evaluation Systems ◽  
Teacher Evaluation Policy ◽  
Teacher Evaluation Systems

In current teacher evaluation systems, the two main purposes of evaluation—accountability/goal accomplishment (summative) and professional growth/improvement (formative)—are often at odds with one another. However, they are not only compatible, but linking them within a unified teacher evaluation system may, in fact, be desirable. The challenge of the next generation of teacher evaluation systems will be to better integrate these two purposes in policy and practice. In this paper, we integrate the frameworks of Self-determination theory and Stronge’s Improvement-Oriented Model for Performance Evaluation. We use this integrated framework to critically examine teacher evaluation policy in Hawaii and Washington, D.C.—two distinctly different approaches to teacher evaluation—for the purposes of identifying a set of clear recommendations for improving the design and implementation of teacher evaluation policy moving forward.

scholarly journals An Analysis of Principal Perceptions of the Primary Teaching Evaluation System Used in Eight U.S. States

2017 ◽  
Vol 12 (5) ◽  
Author(s):  
Richard L. Dodson
Keyword(s):  
Teacher Evaluation ◽  
Evaluation System ◽  
Online Survey ◽  
Teacher Evaluations ◽  
Instructional Program ◽  
Evaluation Instrument ◽  
Public School Principals ◽  
Evaluation Systems ◽  
New Instrument ◽  
Teacher Evaluation Systems

This research examines how public school principals in eight U.S. states perceive their teacher evaluation systems which are based on Charlotte Danielson’s Framework for Teaching (FfT).  States were selected to represent high, middle, and low scorers in the annual Education Week “Quality Counts” report (Education Week, 2016).  1,142 out of over 8,100 working principals in the eight states responded to an online survey, yielding a response rate of over 14%.  Most principals were not satisfied with FfT and found implementing the system too cumbersome.  Responses suggested an average of two changes to FfT desired by each principal; few wanted to keep their FfT as is.  Targets for improvement included overhauling software used to enter teacher evaluations; eliminating student growth goals and student test scores (VAMs) as part of evaluations; reducing the time and paperwork required; and wanting more training for administrators and teachers on the use of FfT.  Some states’ principals wanted to return control over teacher evaluation systems to local school districts.  Most respondents agreed that their version of FfT has improved their school’s instructional program, and they prefer the new instrument over their previous evaluation instrument.

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 Declining Morale, Diminishing Autonomy, and Decreasing Value: Principal Reflections on a High-Stakes Teacher Evaluation System

2018 ◽  
Vol 13 (8) ◽  
Author(s):  
Noelle A Paufler
Keyword(s):  
Student Achievement ◽  
Teacher Evaluation ◽  
Evaluation System ◽  
Negative Impact ◽  
Value Added ◽  
Unintended Consequences ◽  
Evaluation Systems ◽  
State And Local ◽  
Teacher Evaluation Systems ◽  
District Culture

Since the adoption of teacher evaluation systems that rely, at least in part, on controversial student achievement measures, little research has been conducted that focuses on stakeholders’ perceptions of systems in practice, specifically the perceptions of school principals. This study was conducted in a large urban school district to better understand principals’ perceptions of evaluating teachers based on professional and instructional practices as well as student achievement (i.e., value-added scores). Principals in this study strongly expressed concerns regarding: (a) the negative impact of the teacher evaluation system on district culture and morale; (b) their lack of autonomy in evaluating teachers and making staffing decisions; and (c) their perceived lack of value as professionals in the district. Examining the implications of teacher evaluation systems, per the experiences of principals as practitioners, is increasingly important if state and local policymakers as well as the general public are to better understand the intended and unintended consequences of these systems in practice.

scholarly journals Enacting the Rubric: Teacher Improvements in Windows of High-Stakes Observation

2019 ◽  
pp. 1-51
Author(s):  
Aaron R. Phipps ◽  
Emily A. Wiseman
Keyword(s):  
Teacher Evaluation ◽  
Evaluation System ◽  
Teacher Practices ◽  
Causal Link ◽  
High Stakes ◽  
Evaluation Program ◽  
Evaluation Systems ◽  
Post Evaluation ◽  
Teacher Evaluation Systems ◽  
Teacher Evaluation Program

Teacher evaluation systems that use in-class observations, particularly in high-stakes settings, are frequently understood as accountability systems intended as non-intrusive measures of teacher quality. Presumably, the evaluation system motivates teachers to improve their practice – an accountability mechanism – and provides actionable feedback for improvement – an information mechanism. No evidence exists, however, establishing the causal link between an evaluation program and daily teacher practices. Importantly, it is unknown how teachers may modify their practice in the time leading up to an unannounced in-class observation, or how they integrate feedback into their practice post-evaluation, a question that fundamentally changes the design and philosophy of teacher evaluation programs. We disentangle these two effects with a unique empirical strategy that exploits random variation in the timing of in-class observations in the Washington, D.C. teacher evaluation program IMPACT. Our key finding is that teachers work to improve during periods in which they are more likely to be observed, and they improve with subsequent evaluations. We interpret this as evidence that both mechanisms are at work, and as a result, policymakers should seriously consider both when designing teacher evaluation systems.

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.

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