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.

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.

Talking to Evaluators

2019 ◽  
pp. 175-200
Author(s):  
Cara Faith Bernard ◽  
Joseph Michael Abramo
Keyword(s):  
Teacher Evaluation ◽  
Professional Growth ◽  
Music Teachers ◽  
Evaluation Process ◽  
Music Educators ◽  
Evaluation Systems ◽  
Teacher Evaluation Systems

This chapter provides strategies for music educators to foster effective dialogue with evaluators and administrators in the teacher evaluation process. First, it describes the key components of teacher evaluation discussions, including the feedback, the rules and procedures required of teacher evaluation systems, and the evaluator’s and music teacher’s expectations and pressures. Second, the chapter provides advice for preparing for meetings, including the types of questions to anticipate and how to tailor answers to those questions depending on different evaluators. Next, it provides a framework for listening to and responding to feedback effectively and constructively during meetings. The chapter concludes with a description of the steps music teachers can take after meetings to spark professional growth and maintain communication with evaluators. These include immediately implementing feedback, reporting the results, and continuing dialogue to further professional growth.

Policies That Define Instruction: A Systematic Review of States’ and Districts’ Recommendations for Evaluating Special Educators

2020 ◽  
Vol 49 (9) ◽  
pp. 645-655
Author(s):  
Allison F. Gilmour ◽  
Nathan D. Jones
Keyword(s):  
Special Education ◽  
Teacher Evaluation ◽  
Special Education Teachers ◽  
Teaching Effectiveness ◽  
Special Educators ◽  
Effective Instruction ◽  
Special Education Teacher ◽  
Technical Aspects ◽  
Evaluation Systems ◽  
Teacher Evaluation Systems

Educational policies addressing instruction may fail to acknowledge that effective instruction is not the same for all learners. We reviewed teacher evaluation systems across all states and the 25 largest districts to determine how states and districts approach the evaluation of special education teachers, a policy aimed at improving teaching effectiveness. We found that most states and districts did not provide guidance to schools for adapting evaluation systems for these teachers. Some states provided guidance on technical aspects of special education teacher evaluation, such as incorporating student achievement into special education teachers’ scores. Districts were more likely to focus on instructional considerations. We discuss the implications of these findings for policies that aim to promote the use of effective instructional practices.

Conceptions of Teacher Effectiveness and Its Implications for Educational Policy and Practice in the United States

2021 ◽  
pp. 245-274
Author(s):  
James H. Stronge ◽  
Xianxuan Xu ◽  
Leslie W. Grant ◽  
Yanping Mo ◽  
Ke Huang
Keyword(s):  
United States ◽  
Teacher Evaluation ◽  
Teacher Effectiveness ◽  
Teaching Effectiveness ◽  
The United States ◽  
Professional Organization ◽  
Educational Systems ◽  
Policy And Practice ◽  
Evaluation Systems ◽  
Teacher Evaluation Systems

This chapter provides an overview of the educational system from the founding of the country to today. Like Australia and Canada, the governmental structure involves the national government with smaller units in the form of the 50 states and the District of Columbia. This structure means variation of educational systems across governmental units. The authors provide an overview of the influence of conceptions of teaching effectiveness including the development of professional organization standards, passing of national legislation aimed at defining teacher effectiveness in terms of student outcomes, and standards-based teacher evaluation systems. Unique features of the United States perspective include a focus on differentiation to include getting to know the needs of individual students and meeting those individual needs. The authors describe the cultural basis for these unique features.

Introduction

2019 ◽  
pp. 1-10
Author(s):  
Cara Faith Bernard ◽  
Joseph Michael Abramo
Keyword(s):  
Teacher Evaluation ◽  
Professional Growth ◽  
Music Teachers ◽  
Effective Teacher ◽  
Music Teaching ◽  
Good Teaching ◽  
Negative Experiences ◽  
Evaluation Systems ◽  
Mixed Messages ◽  
Teacher Evaluation Systems

This introduction provides a rationale for why music teachers should engage in teacher evaluation. First, it names some concerns music teachers have with teacher evaluation to help them understand and address these challenges and avoid negative experiences. These include concerns that teacher evaluation systems are applied to teaching in general and are not specific to music; that evaluators often do not have backgrounds in music teaching and therefore do not have the expertise to evaluate music teachers or provide valuable feedback; that music teachers receive mixed messages about what is good teaching from evaluators; and that music teachers do not receive sufficient time and attention from evaluators to implement effective teacher evaluation. To address these frustrations, the introduction provides a rationale for working past them and using teacher evaluation to improve teacher practice and professional growth.

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.

Learning from Teacher Observations: Challenges and Opportunities Posed by New Teacher Evaluation Systems

2013 ◽  
Vol 83 (2) ◽  
pp. 371-384 ◽  
Author(s):  
Heather Hill ◽  
Pam Grossman
Keyword(s):  
Teacher Evaluation ◽  
Instructional Practice ◽  
New Teacher ◽  
Teacher Observation ◽  
Evaluation Systems ◽  
Teacher Observations ◽  
Challenges And Opportunities ◽  
Observation Instruments ◽  
Teacher Evaluation Systems ◽  
New Teacher Evaluation

In this article, Heather C. Hill and Pam Grossman discuss the current focus on using teacher observation instruments as part of new teacher evaluation systems being considered and implemented by states and districts. They argue that if these teacher observation instruments are to achieve the goal of supporting teachers in improving instructional practice, they must be subject-specific, involve content experts in the process of observation, and provide information that is both accurate and useful for teachers. They discuss the instruments themselves, raters and system design, and timing of and feedback from the observations. They conclude by outlining the challenges that policy makers face in designing observation systems that will work to improve instructional practice at scale.

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