Distributed Accountability: Creating District Systems to Ensure Teaching Quality

2007 ◽  
Vol 17 (4) ◽  
pp. 504-536
Author(s):  
Jennifer Goldstein
Keyword(s):  
Teacher Evaluation ◽  
Distributed Leadership ◽  
Evaluation System ◽  
Teaching Quality ◽  
District Leaders ◽  
Urban District ◽  
Peer Assistance And Review ◽  
Political Implications ◽  
Peer Assistance

Districts play a key and relatively unexamined role in distributed leadership research. This article explores how leadership was distributed through a district structure designed to improve the quality of teaching by improving the quality of teacher evaluation. It examines peer assistance and review, a policy designed to address the key problems of traditional teacher evaluation by allowing administrators and teacher leaders to share accountability for evaluation processes and decisions. The article presents data from a peer assistance and review program in one urban district, detailing how the program distributed accountability for teacher quality across the district organization. The article extends previous work on distributed leadership by showing how the design of shared tasks can effectively distribute accountability. The article also extends previous work on distributed leadership by elucidating the democratic effects of that distribution. As such, the article addresses questions of instrumentality (i.e., how can district leaders design and implement a better teacher evaluation system?) and agency (i.e., what are the political implications of distributing formal authority for teacher evaluation out of the hands of administrators and into the hands of teachers?).

Making Sense of Distributed Leadership: The Case of Peer Assistance and Review

2004 ◽  
Vol 26 (2) ◽  
pp. 173-197 ◽  
Author(s):  
Jennifer Goldstein
Keyword(s):  
Teacher Evaluation ◽  
Distributed Leadership ◽  
School Principals ◽  
District Leadership ◽  
Urban School District ◽  
Peer Assistance And Review ◽  
Stakeholder Groups ◽  
Making Sense ◽  
Leadership Responsibility ◽  
Peer Assistance

This article explores a case of shifting leadership responsibility for teacher evaluation. Peer Assistance and Review (PAR) formally involves teachers in the summative evaluation of other teachers—although the boundaries of the involvement are often vague. Since teacher evaluation has traditionally been the domain of school principals, involving teachers in teacher evaluation raises questions about how those faced with the new role make sense of it and enact it. The article draws on theories of professions, organizations, and institutions to examine the implementation of PAR in one large urban school district. Findings suggest that, despite positive sentiments about the policy across stakeholder groups, those involved wanted principals to remain a central figure in the evaluation of teachers in PAR. Education’s hierarchical norms, the difficulty of conducting evaluations, district leadership, and program ambiguity are identified as challenges to distributing leadership.

scholarly journals Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences

2016 ◽  
Vol 52 (5) ◽  
pp. 711-753 ◽  
Author(s):  
Matthew A. Kraft ◽  
Allison F. Gilmour
Keyword(s):  
Teacher Evaluation ◽  
Teacher Development ◽  
Evaluation System ◽  
Evaluation Process ◽  
Unintended Consequences ◽  
Urban District ◽  
Evaluation Systems ◽  
Primary Responsibility

Purpose: New teacher evaluation systems have expanded the role of principals as instructional leaders, but little is known about principals’ ability to promote teacher development through the evaluation process. We conducted a case study of principals’ perspectives on evaluation and their experiences implementing observation and feedback cycles to better understand whether principals feel as though they are able to promote teacher development as evaluators. Research Method: We conducted interviews with a stratified random sample of 24 principals in an urban district that recently implemented major reforms to its teacher evaluation system. We analyzed these interviews by drafting thematic summaries, coding interview transcripts, creating data-analytic matrices, and writing analytic memos. Findings: We found that the evaluation reforms provided a common framework and language that helped facilitate principals’ feedback conversations with teachers. However, we also found that tasking principals with primary responsibility for conducting evaluations resulted in a variety of unintended consequences which undercut the quality of evaluation feedback they provided. We analyze five broad solutions to these challenges: strategically targeting evaluations, reducing operational responsibilities, providing principal training, hiring instructional coaches, and developing peer evaluation systems. Implications: The quality of feedback teachers receive through the evaluation process depends critically on the time and training evaluators have to provide individualized and actionable feedback. Districts that task principals with primary responsibility for conducting observation and feedback cycles must attend to the many implementation challenges associated with this approach in order for next-generation evaluation systems to successfully promote teacher development.

Making Sense of Distributed Leadership: The Case of Peer Assistance and Review

2003 ◽  
Vol 25 (4) ◽  
pp. 397-421 ◽  
Author(s):  
Jennifer Goldstein
Keyword(s):  
Teacher Evaluation ◽  
Distributed Leadership ◽  
School Principals ◽  
District Leadership ◽  
Urban School District ◽  
Peer Assistance And Review ◽  
Stakeholder Groups ◽  
Making Sense ◽  
Leadership Responsibility ◽  
Peer Assistance

This article explores a case of shifting leadership responsibility for teacher evaluation. Peer Assistance and Review (PAR) formally involves teachers in the summative evaluation of other teachers—although the boundaries of the involvement are often vague. Since teacher evaluation has traditionally been the domain of school principals, involving teachers in teacher evaluation raises questions about how those faced with the new role make sense of it and enact it. The article draws on theories of professions, organizations, and institutions to examine the implementation of PAR in one large urban school district. Findings suggest that, despite positive sentiments about the policy across stakeholder groups, those involved wanted principals to remain a central figure in the evaluation of teachers in PAR. Education's hierarchical norms, the difficulty of conducting evaluations, district leadership, and program ambiguity are identified as challenges to distributing leadership.

scholarly journals Research on the Evaluation Index System and the Grey Clustering Analysis Model of Teaching Quality of Physical Education in Higher Education

2015 ◽  
Vol 10 (8) ◽  
pp. 59 ◽  
Author(s):  
Baoquan Wu
Keyword(s):  
Physical Education ◽  
Clustering Analysis ◽  
Evaluation System ◽  
Quality Evaluation ◽  
Teaching Quality ◽  
Colleges And Universities ◽  
Evaluation Index System ◽  
Analysis Model ◽  
Grey Clustering

Teaching quality evaluation of physical education usually involves multiple influence factors with grey and uncertain information. This brings about limitations to effective evaluation of teaching quality of physical education in colleges and universities. Thus, this paper draws merits from previous research and proposes a teaching quality evaluation system and model of physical education in colleges and universities. First, based on real situations, grey categories of evaluation state for physical education teaching quality are established. The definite weighted functions of grey category of evaluation state are confirmed. Specific steps of the teaching quality evaluation model based on grey clustering analysis are accounted for. Finally, a case study is introduced to verify the model. This model enlightens a new way to evaluate teaching quality of physical education in colleges and universities.

scholarly journals Application of Analytical Hierarchy Process in Teaching Quality Analysis of English Writing

2020 ◽  
Vol 15 (14) ◽  
pp. 137
Author(s):  
Xiaoqin Zhang ◽  
Shengxin Wang ◽  
Yanling Cao ◽  
Guangqi Chen
Keyword(s):  
Analytical Hierarchy Process ◽  
Evaluation System ◽  
Evaluation Method ◽  
Evaluation Model ◽  
Teaching Quality ◽  
Quality Analysis ◽  
English Writing ◽  
Evaluation Systems ◽  
Hierarchy Process

There are two major problems in the evaluation of the teaching quality of English writing: the weak logic of the evaluation system and the low reliability of the evaluation model. To solve the problems, this paper put forward an evaluation method for the teaching quality of English writing based on the analytical hierarchy process (AHP). Firstly, the authors reviewed the current evaluation methods for the teaching quality of English writing. Next, hierarchical evaluation systems were established for the teaching quality of English writing from the perspectives of teachers and students, respectively. After that, the AHP method and the grey theory were introduced to set up an evaluation model for the teaching quality of English writing. Finally, several strategies were presented to improve the teaching quality of English writing. The proposed evaluation systems and model enriched the theories on teaching quality evaluation of English writing, and promoted the teaching quality of English writing.

An artificial intelligence based model for evaluation of college students’ ability and characteristics through teaching evaluation

2020 ◽  
pp. 1-11
Author(s):  
Bin Li ◽  
Yanying Fei ◽  
Hui Liu
Keyword(s):  
Evaluation System ◽  
Quality Evaluation ◽  
Evaluation Model ◽  
Teaching Quality ◽  
Colleges And Universities ◽  
Developmental Potential ◽  
The Core ◽  
Academic Level ◽  
Quality Evaluation System

The teaching quality is the core of sustainable development in colleges and universities. The constructing scientific and reasonable teaching quality evaluation system is the key of teaching quality evaluation. This paper takes the quality of graduates as the core content, establishes a results-oriented teaching quality evaluation system in colleges and universities, and finds that the academic level of graduates and the level of competition in career selection are two quantitative dimensions reflecting the quality of graduates. Based on this, this paper establishes the evaluation model of the developmental potential index and gives the reference of the norm of teaching effect evaluation for self-evaluation. Finally, this paper discusses the components of graduate quality and the way to construct the evaluation system.

scholarly journals Development of a Teacher Evaluation Model for Private Schools of Punjab Province

2019 ◽  
Vol IV (II) ◽  
pp. 375-385
Author(s):  
Mariam Hussain ◽  
Afifa Khanam ◽  
Uzma Qureshi
Keyword(s):  
Teacher Evaluation ◽  
Private Sector ◽  
Evaluation System ◽  
Evaluation Model ◽  
Evaluation Process ◽  
Teacher Assessment ◽  
Personnel Decisions ◽  
Guided Learning ◽  
Assessment Policies

This research discusses the inquiry of measuring teacher effectiveness at private sector schools. Explicitly, it explores how teachers performance evaluation can both reflect as well as predict teachers success, hence the study informs about teachers personnel decisions, their instructional enhancement, and professional development. This includes mentoring, training, and self-guided learning. The current study is premeditated using a mix-method with qual-quan order. It is an exploratory study based on a critical paradigm to evaluate the current IB teacher evaluation process and outputs and develop an indigenous model for corrective measures to improve the existing evaluation system. It explores the objectives, procedures, and consequences of teacher assessment policies and practices. The study has implications, for greater advantage for the quality of collaborative planning and teaching, using a newly developed model in the private sector of Punjab.

scholarly journals A Multi-Attribute Fuzzy Evaluation Model for the Teaching Quality of Physical Education in Colleges and Its Implementation Strategies

2021 ◽  
Vol 16 (02) ◽  
pp. 159
Author(s):  
Yao Wang ◽  
Chunyan Sun ◽  
Ying Guo
Keyword(s):  
Physical Education ◽  
Evaluation System ◽  
Evaluation Model ◽  
Implementation Strategies ◽  
Teaching Quality ◽  
Fuzzy Evaluation ◽  
Proposed Model ◽  
Grey Relational ◽  
Fuzzy Evaluation Model

There are two major problems with teaching quality evaluation of physical education (PE) in colleges: the excessive number of evaluation factors, and the incomplete evaluation system. To solve the problems, this paper puts forward a multi-attribute fuzzy evaluation model of college PE teaching quality, and provides the strategies to implement the model. Firstly, the problems of college PE teaching were analyzed, and a novel multi-dimensional evaluation system was developed for college PE teaching quality. To quantify college PE teaching quality, an evaluation model of college PE teaching quality was established based on the Grey Relational Analysis (GRA). In addition, several strategies were presented to improve college PE teaching quality. The proposed model and strategies provide a good reference for solving similar complex system problems.

scholarly journals Evaluation Model of Educational Curriculum in Higher Schools Based on Deep Neural Networks

2021 ◽  
Vol 2021 ◽  
pp. 1-8
Author(s):  
Yong Jin ◽  
Yiwen Yang ◽  
Baican Yang ◽  
Yunfu Zhang
Keyword(s):  
Evaluation System ◽  
Teaching And Learning ◽  
Evaluation Model ◽  
Rapid Development ◽  
Video Recording ◽  
Teaching Quality ◽  
Individual Characteristics ◽  
Teaching Staff ◽  
Academic Level

Classroom teaching quality evaluation system can enable the school’s functional departments to accurately assess the performance of the teaching staff and current teaching operations. As per the requirements for cultivating high-quality talents, planned teaching staff construction and teaching reforms need to be carried out to promote teachers’ appointments. Improving the system makes the appointment process more scientific by giving due attention to the individual characteristics of all types of teachers while hiring them for related jobs. The system motivates the love of teaching, high academic level, high teaching level, and competitive teaching. In recent years, the rapid development of artificial intelligence and deep learning caused many colleges and universities to put forward the target of campus digitization and education informatization. The state of the classroom is a critical reference factor throughout the teaching and learning process for evaluating students’ acceptance of the course and the quality of the teaching. However, at present, the analysis of the classroom status is mainly conducted manually, which distracts teachers and is also not much precise. Therefore, finding a method that can improve the efficiency of classroom status analysis has great research significance. This study uses the deep neural network method to read each class’s video recording and analyze it from the aspects of students’ behavior and attendance. The system can realize class behavior and eventually evaluate the course quality employed to motivate teachers to improve teaching and overall quality of education.

scholarly journals Emotion analysis of teaching evaluation system based on AI techno-logy towards Chinese texts

2021 ◽  
Vol 336 ◽  
pp. 05007
Author(s):  
Dandan Hong ◽  
Zhan Gao ◽  
Junfeng Luo ◽  
Jun Liu ◽  
Mo Xu ◽  
...  
Keyword(s):  
Decision Making ◽  
Graduate Students ◽  
Evaluation System ◽  
Teaching Quality ◽  
Teaching Evaluation ◽  
Quick Method ◽  
Teaching Management ◽  
Chinese Texts ◽  
Analysis Of Teaching

In order to improve the teaching quality of graduate students, a quick method was designed to analyze the teaching evaluation comments in Chinese from students in the teaching evaluation system based on Baidu AI technology .So that it can help the teaching management department analyze the emotional inclination of students towards each course and grasp the trend and distribution of teaching quality accurately.The result of this article has shown that this method can analyze the students’ evaluation text correctly and provide decision-making reference for teaching management departments or teachers themselves.

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