scholarly journals Improving Teacher Evaluation: Walking the Talk of Standards-Based Grading

2021 ◽  
Vol 6 (2) ◽  
pp. 81-89
Author(s):  
Chad Lang ◽  
Matt Townsley
Keyword(s):  
Teacher Evaluation ◽  
Growth Model ◽  
School Leaders ◽  
Student Growth ◽  
Standards Based Grading

Teachers and school leaders frequently express a disconnect in the purpose and importance of teacher evaluation, particularly as it relates to educator growth. At the same time, some schools are beginning to communicate student growth through a standards-based grading philosophy. One way schools might “walk the talk” of their grading reform efforts designed to communicate student growth is through the use of proficiency scales to prioritize growth in teacher evaluation. This paper describes implications of simultaneously utilizing a growth model for teacher evaluation and a student growth model via standards-based grading.

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.

Music Teacher Evaluation and Student Growth in Music

2019 ◽  
pp. 850-869
Author(s):  
Dru Davison ◽  
Ryan Fisher
Keyword(s):  
Teacher Evaluation ◽  
The United States ◽  
Student Growth ◽  
Growth Data ◽  
Evaluation Systems ◽  
Multiple Measures ◽  
Achievement Data ◽  
Depth Analysis ◽  
Teacher Evaluation Systems ◽  
Student Growth Data

This chapter provides an in-depth analysis of the development and implementation of an alternative student growth measures system specifically designed by arts educators to provide teachers with a fair, flexible, and rigorous method of demonstrating teacher effectiveness as part of a multiple measures teacher evaluation system. We also present a brief overview of the Race to the Top legislation as well as the No Child Left Behind waivers in the United States as they relate to the increased attention to the use of student growth and achievement data in teacher evaluation systems. An overview of the multiple-measures evaluation systems with particular attention to the use of student growth data portion of the multiple measures is also included. The initial guidance from the US Department of Education regarding various approaches of incorporating student growth data in teacher evaluation systems is discussed. Implications for music education are also presented.

Incorporating holism in nursing education through the Integrative Student Growth Model (ISGM)

2019 ◽  
Vol 49 ◽  
pp. 86-90
Author(s):  
Chrysanthe Patestos ◽  
Prisca Anuforo ◽  
Donette J. Walker
Keyword(s):  
Nursing Education ◽  
Growth Model ◽  
Student Growth

scholarly journals Taking on a New Grading System: The Interconnected Effects of Standards-Based Grading on Teaching, Learning, Assessment, and Student Behavior

2019 ◽  
Vol 103 (1) ◽  
pp. 65-92
Author(s):  
Megan Knight ◽  
Robyn Cooper
Keyword(s):  
Classroom Management ◽  
Student Behavior ◽  
Teaching And Learning ◽  
Student Growth ◽  
Learning Assessment ◽  
Student Behaviors ◽  
Teachers Perceptions ◽  
Standards Based Grading ◽  
Mind Set ◽  
Teaching Learning

This study explored high school teachers’ perceptions of the effects of standards-based grading (SBG) on planning, instruction, assessment, classroom management, and student behaviors. Findings indicated that despite some infidelity and an initial implementation dip, systemic (SBG) changes made teaching clearer, more purposeful, and more conducive to student needs while enhancing student growth mind-set and ownership. The researchers concluded SBG is a viable reform because it makes teaching and learning more focused, effective, and enjoyable. Findings also led to several recommendations for administrators and teachers.

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.

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.

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