Theory underlying a national teacher evaluation program

2010 ◽  
Vol 33 (4) ◽  
pp. 477-486 ◽  
Author(s):  
Sandy Taut ◽  
Verónica Santelices ◽  
Carolina Araya ◽  
Jorge Manzi
Keyword(s):  
Teacher Evaluation ◽  
Evaluation Program ◽  
Teacher Evaluation Program

Teaching Narratives: A Source for Faculty Development and Evaluation

1992 ◽  
Vol 62 (4) ◽  
pp. 535-551 ◽  
Author(s):  
Diane Wood
Keyword(s):  
Teacher Evaluation ◽  
Faculty Development ◽  
Personal Development ◽  
General Description ◽  
Evaluation Program ◽  
Personal Accounts ◽  
Teacher Evaluation Program

In this article, Diane Wood describes a narrative-based teacher evaluation program,a form of faculty development and evaluation intended to provide a more humane process for experienced, competent, professional teachers who are actively seeking ways to further their professional and personal development. Wood describes this evaluation program in two ways: first, through a grounded, general description of the process; and then, in greater detail, through the personal accounts of four teachers,who share their experience of the process and offer their evaluative opinions. Finally,Wood outlines the implications of implementing such a program within schools,demonstrating how this method draws on the strengths, experience, and expertise of teachers themselves.

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 Does Teacher Evaluation Improve School Performance? Experimental Evidence from Chicago's Excellence in Teaching Project

2015 ◽  
Vol 10 (4) ◽  
pp. 535-572 ◽  
Author(s):  
Matthew P. Steinberg ◽  
Lauren Sartain
Keyword(s):  
Elementary Schools ◽  
Public Schools ◽  
Teacher Evaluation ◽  
First Year ◽  
Policy Makers ◽  
Reading And Math ◽  
Teacher Dialogue ◽  
Teacher Evaluation Program ◽  
Different Characteristics ◽  
Excellence In Teaching

Chicago Public Schools initiated the Excellence in Teaching Project, a teacher evaluation program designed to increase student learning by improving classroom instruction through structured principal–teacher dialogue. The pilot began in forty-four elementary schools in 2008–09 (cohort 1) and scaled up to include an additional forty-eight elementary schools in 2009–10 (cohort 2). Leveraging the experimental design of the rollout, cohort 1 schools performed better in reading and math than cohort 2 schools at the end of the first year, though the math effects are not statistically significant. We find the initial improvement for cohort 1 schools remains even after cohort 2 schools adopted the program. Moreover, the pilot differentially impacted schools with different characteristics. Higher-achieving and lower-poverty schools were the primary beneficiaries, suggesting the intervention was most successful in more advantaged schools. These findings are relevant for policy makers and school leaders who are implementing evaluation systems that incorporate classroom observations.

Challenges in Developing a Mental Health Evaluation Program for Refugees

2008 ◽  
Author(s):  
Jonathan Laugharne ◽  
Jane Ventouras ◽  
Aleksander Janca
Keyword(s):  
Mental Health ◽  
Health Evaluation ◽  
Evaluation Program

Improving Disaster Mental Health Care Through Evaluation: Program Outcomes and Treatment Referrals

2008 ◽  
Author(s):  
Fran Norris ◽  
Craig Rosen ◽  
Jessica Hamblen ◽  
Monica Matthieu ◽  
Siobhan Pietruszkiewicz ◽  
...  
Keyword(s):  
Mental Health ◽  
Health Care ◽  
Mental Health Care ◽  
Disaster Mental Health ◽  
Program Outcomes ◽  
Evaluation Program
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