Teacher Self-Efficacy, Professional Commitment, and High-Stakes Teacher Evaluation Policy in Louisiana

2016 ◽  
Vol 31 (2) ◽  
pp. 202-248 ◽  
Author(s):  
Timothy G. Ford ◽  
Mary Elizabeth Van Sickle ◽  
Lynn V. Clark ◽  
Michelle Fazio-Brunson ◽  
Dorothy C. Schween
Keyword(s):  
Teacher Evaluation ◽  
Self Efficacy ◽  
Evaluation System ◽  
Teaching Profession ◽  
High Stakes ◽  
Negative Arousal ◽  
Teacher Evaluation Policy ◽  
Second Year ◽  
Support Autonomy ◽  
Vicarious Experiences

Currently, a significant number of states are in the process of implementing a high-stakes teacher evaluation (HSTE) system. In many ways, Louisiana’s teacher evaluation system, Compass, is typical of the models that many states have adopted. This article reports the experiences of 37 elementary teachers from five districts across Louisiana after their first 2 years under this system. It is through the multiple lenses of teacher support, autonomy, self-efficacy, and satisfaction that we sought to understand how Compass has shaped teachers’ motivation for improvement as well as their continued commitment to the teaching profession. Analysis of longitudinal interview data reveals a widespread lack of support for change in the form of self-efficacy building experiences—particularly vicarious experiences—for teachers. As a result, many teachers experienced, by the second year, significant negative arousal events and profound losses of satisfaction and commitment to the profession—this despite most being rated as “highly effective.”

Learning-Centered Teacher Evaluation in Wisconsin

2016 ◽  
pp. 618-633 ◽  
Author(s):  
Steven M. Kimball ◽  
Katharine M. Rainey ◽  
Mark Mueller
Keyword(s):  
Teacher Evaluation ◽  
Evaluation System ◽  
The United States ◽  
High Stakes ◽  
Local Implementation ◽  
Teacher Evaluation Policy ◽  
Learning Centered ◽  
Recent Developments ◽  
And Training ◽  
Roll Out

Much of the attention to recent developments in the United States on teacher evaluation policy has focused on high stakes uses of evaluation results or the ability of system measures to differentiate performance. In this chapter, the authors review one state's efforts to build a learning-centered teacher evaluation system. Following an overview of the principles embraced during the state's development and roll-out the system, the focus turns to the evaluation design, including how the measures, processes and training build on the principles. Findings from district visits illustrate local implementation opportunities and struggles. The authors describe current statewide training plans in response to preliminary implementation findings and conclude with challenges that will need to be addressed to promote learning-centered evaluation.

A Critical Analysis of Teacher Evaluation Policy Trends

2005 ◽  
Vol 49 (3) ◽  
pp. 292-305 ◽  
Author(s):  
Marianne A. Larsen
Keyword(s):  
Teacher Evaluation ◽  
Critical Analysis ◽  
The United States ◽  
New Teacher ◽  
Teaching Profession ◽  
System Reform ◽  
Evaluation Policy ◽  
Professional Careers ◽  
Teacher Evaluation Policy ◽  
Policies And Programs

Modernising the teaching profession has become one of the main goals of contemporary educational system reform. The evaluation of teachers has been integral to the new teacher quality policies and programs. This article provides a comparative and critical analysis of the evaluations that teachers now confront during their professional careers. Examples of teacher evaluation practices and processes from Australia, Canada, the United States, and England are described and analysed.

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 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.

Principals' Perspectives of a Race to the Top-Style Teacher Evaluation System

2018 ◽  
Vol 28 (5) ◽  
pp. 566-595 ◽  
Author(s):  
Douglas Wieczorek ◽  
Brandon Clark ◽  
George Theoharis
Keyword(s):  
Teacher Evaluation ◽  
Professional Growth ◽  
Evaluation System ◽  
New Teacher ◽  
Race To The Top ◽  
School Level ◽  
High Stakes ◽  
Public School Principals ◽  
Supervision And Evaluation ◽  
Policy Systems

Set in a collective bargaining state in the Northeastern U.S., this exploratory case study investigated how a sample of 12 public school principals interpreted new teacher evaluation processes required by Race to the Top (RTTT). Principals reported that the RTTT evaluation system disrupted established routines and contractual guidelines for evaluating all their teachers and held principals more accountable for supervision and evaluation processes. The embedded evaluation protocols and rubrics established clearer expectations for teachers‘ performance, and aligned state-, district-, and school-level instructional goals. However, principals believed the RTTT policy emphasis on teachers’ ratings raised concerns about their teachers' employment status, professional growth, and instructional improvement. Our findings suggest that principals may have difficulty balancing instructional supervision and evaluation processes in these types of high-stakes policy systems.

scholarly journals Teacher Evaluation and Teacher Turnover in Equilibrium: Evidence From DC Public Schools

AERA Open ◽  
2020 ◽  
Vol 6 (2) ◽  
pp. 233285842093223
Author(s):  
Jessalynn James ◽  
James H. Wyckoff
Keyword(s):  
Student Achievement ◽  
Public Schools ◽  
Teacher Evaluation ◽  
Effective Teachers ◽  
Evaluation System ◽  
Teacher Turnover ◽  
High Stakes ◽  
High Performing ◽  
Evaluation Policies ◽  
Induced Changes

Teacher turnover is an enduring concern in education policy and can incur substantial costs to students. Policies often address turnover broadly, yet effects turn on net differences in the effectiveness of exiting and entering teachers, in addition to the disruption dealt to classrooms. Recent research has shown mixed effects of teacher evaluation policies, but even where evaluation-induced differential turnover initially benefited students, gains might disappear or reverse as the stock of less effective teachers exits and if more effective teachers view high-stakes evaluation as burdensome. We examine evaluation–induced changes to the composition of exiting and entering teachers in Washington, D.C., the net effect of turnover on student achievement, and the role that evaluation played in teacher turnover. We find that turnover continues to improve teaching skills and student achievement, although effects have diminished. We find little evidence that high-performing teachers’ exit is associated with the evaluation system.

scholarly journals A Phenomenological Exploration of How Public School Administrators Balance Teacher Evaluation and Support of Teacher Growth

2017 ◽  
Author(s):  
Mary Slattery
Keyword(s):  
Student Achievement ◽  
Teacher Evaluation ◽  
Rhode Island ◽  
Evaluation System ◽  
Teacher Growth ◽  
Evaluation Tools ◽  
School Factors ◽  
High Stakes ◽  
Evaluation Systems ◽  
The Evaluation System

<p>Educational reform efforts over the past several decades have focused on different ways to address student achievement. Since the quality of the teacher that students have is one of the biggest in-school factors that impact student achievement, schools have focused on identifying, measuring, and improving teacher quality. Some of those reform efforts have focused their attention on teacher evaluation as a way of increasing student achievement. There has been much research on the components quality evaluation tools. There is also research on ways to impact and change teacher practice. Unfortunately most evaluation tools do not impact teaching practice. Rhode Island administrators are current facing the challenge of implementing a high stakes evaluation system while also finding ways to help support growth and development of their teachers. This phenomenological study used open-ended interviews to understand how six administrators in Rhode Island negotiate that complexity. Administrators interviewed emphasized the importance of developing a trusting positive climate and utilizing this climate, along with various components of the evaluation system, to provide teachers with the kinds of support that will impact teacher growth and practice in the classroom. Administrators also expressed their frustration at some of the elements of the evaluation system and limitations they have found in their ability to impact teacher change. Findings from this study have implications for those revising or creating educator evaluation systems, as well as for administrators who must use high stakes evaluation systems while simultaneously attempting to impact teacher growth, development and change in practice.</p>

Sign in / Sign up

Export Citation Format

Share Document