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.

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.”

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.

Examining individual- and school-level predictors of principal adaptation to teacher evaluation reform in the United States: A two-year perspective

2018 ◽  
Vol 48 (2) ◽  
pp. 379-395 ◽  
Author(s):  
Alyson L Lavigne
Keyword(s):  
United States ◽  
Teacher Evaluation ◽  
Evaluation System ◽  
Online Survey ◽  
The United States ◽  
New Teacher ◽  
School Level ◽  
Achievement Data ◽  
New Teacher Evaluation ◽  
Over Time

New teacher evaluation reform efforts in the United States hold principals accountable for improving teaching and learning. Yet little is known about how effective principals are at these instructional leadership tasks or how principals experience and adapt to the demands of teacher evaluation reform over time. In the current study, principals ( n = 78) in a Race to the Top state—Illinois—completed an online survey after the first and second year of implementation of a new teacher evaluation system. Principals felt significantly more confident in how to conduct formal classroom observations, placed more value on student achievement data, and placed less value on additional artifacts over time. Individual- and school-level factors were related to some aspects of principals’ adaptations over time. Implications are discussed.

Evaluating Teachers in the Big Easy: How Organizational Context Shapes Policy Responses in New Orleans

2017 ◽  
Vol 39 (4) ◽  
pp. 539-570 ◽  
Author(s):  
Julie A. Marsh ◽  
Susan Bush-Mecenas ◽  
Katharine O. Strunk ◽  
Jane Arnold Lincove ◽  
Alice Huguet
Keyword(s):  
Teacher Evaluation ◽  
New Orleans ◽  
Organizational Context ◽  
The United States ◽  
Study Approach ◽  
Governance Model ◽  
Teacher Evaluation Policy ◽  
Teacher Evaluation Systems ◽  
Context Shapes

Although multiple-measure teacher evaluation systems have gained popularity in the United States, few studies have examined their implementation or how they are shaped by organizational context. New Orleans provides a strategic case to examine the enactment of a state teacher evaluation policy in a highly decentralized setting with variation in organizational context. Utilizing a multiple case study approach, we analyzed documents and interviews in eight case study schools. We found that schools varied in their responses to teacher evaluation—in ways that were reflective, compliant, and/or distortive—and that the type of response was not associated with governance model, school authorizer, or level of autonomy. Instead, shared instructional leadership and structures for frequent collaboration appeared to facilitate more reflective responses.

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.

scholarly journals ICT4D and E-government

2020 ◽  
pp. 102-106
Author(s):  
Joshua Okemwa ◽  
Alice Nambiro
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
The United States ◽  
Local Implementation ◽  
Catching Up ◽  
The World ◽  
Information And Communication ◽  
The Government ◽  
The Uk ◽  
And Training

The advancements surrounding information and communication technologies have become ubiquitous so much so that governments are now compelled to use them to reduce cost and increase their efficiency. E-government entails the application of information and communication technologies to deliver government services, increase interaction between the government and citizens, and improve the efficiency of the government. This paper details the various aspects of e-government implementation, ICT4D policies, and case studies from the United States and Kenya. Kenya is fast catching up with the rest of the world, having benchmarked the local e-government system with systems in Malaysia, Singapore, the UK, and South Africa among other nations. Limitations that the local implementation faces are detailed with the future of e-government being pitted as fruitful despite myriad infrastructural and training deficiencies.

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