A New Teacher Evaluation Model Based on Weighted Algorithm

2015 ◽  
Author(s):  
Jiangying Gao ◽  
Cao Yuan ◽  
Lu Zhou ◽  
Cong Zhang ◽  
Shigao Li ◽  
...  
Keyword(s):  
Teacher Evaluation ◽  
Evaluation Model ◽  
New Teacher ◽  
Model Based ◽  
Weighted Algorithm ◽  
New Teacher Evaluation

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.

Student Voice

2017 ◽  
Author(s):  
Ron Astor ◽  
Rami Benbenishty
Keyword(s):  
Teacher Evaluation ◽  
Student Perception ◽  
The United States ◽  
New Teacher ◽  
Achievement Gains ◽  
Evaluation Systems ◽  
Staff Members ◽  
Teacher Evaluation Systems ◽  
And Behavior ◽  
New Teacher Evaluation

Even those who agree with the idea of creating a monitoring system might still need to be convinced that what students have to say should be considered valuable input in the effort to improve schools, whether it pertains to raising academic performance or to safety, security, and behavior. Some argue that students are so disinterested in surveys that they answer randomly or give the first answer that comes to mind. Others are concerned that students respond deliberately in ways intended to harm staff members they do not like. Still others are not sure that students really understand the true meaning of the questions and, therefore, that their answers are not usable. Students, however, are often the best sources of providing detailed information on what is happening in schools and may even provide realistic suggestions on how adults can intervene. Looking at the ways students’ perceptions are already being used in schools can help policymakers and educators see how they can be part of improving school climate. This issue, for example, has been debated in recent years as some states and school districts have moved to include students’ opinions on their experiences in the classroom as one component of new teacher evaluation systems. For example, the Tripod survey,1 developed by Harvard University’s Ron Ferguson, asks students how much they agree with statements such as “My teacher explains diffcult things clearly” and “Our class stays busy and doesn’t waste time.” The Tripod was used as part of the Bill and Melinda Gates Foundation’s Measures of Effective Teaching project and is being used in districts across the United States, in Canada, and in China. In a 2013 report, Hanover Research reviewed the literature on using student perception surveys in teacher evaluation and professional development: “Given the consistent findings of the research reviewed for this report, it is reasonable to conclude that student perception surveys can provide accurate measures of teacher effectiveness,” they write. “When the proper instrument, or survey, is utilized, student feedback can be more accurate than alternative, more widely- used instruments at predicting achievement gains.

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.

Principals’ instructional leadership under statewide teacher evaluation reform

2019 ◽  
Vol 33 (4) ◽  
pp. 629-643
Author(s):  
Chad R. Lochmiller ◽  
John L. Mancinelli
Keyword(s):  
Elementary School ◽  
Teacher Evaluation ◽  
Instructional Leadership ◽  
Elementary School Principals ◽  
School Principals ◽  
New Teacher ◽  
Evaluation Policy ◽  
Content Type ◽  
Teacher Evaluation Policy ◽  
New Teacher Evaluation

Purpose The purpose of this paper is to describe how elementary school principals adjust their leadership practice in response to Washington’s new teacher evaluation policy. Design/methodology/approach The authors conducted a modified content analysis of open-ended survey responses collected from elementary school principals in Washington State. In all, the survey included responses from 354 elementary school principals representing 25.0 percent of the state’s elementary school principal population. ATLAS.ti supported data analysis and assisted in the derivation of three key findings. Findings Elementary school principals changed their instructional leadership practice in response to the new teacher evaluation policy in three significant ways. First, principals adjusted their approach to classroom observation to complete more intentional, in-depth observational activities. Second, principals redistributed non-instructional responsibilities to clerical staff members to allow themselves and other administrators more time for classroom observation. Third, principals adopted a learning stance to the new policy and thus sought external support, especially coaching, to assist them with the implementation of new evaluation practices. Research limitations/implications The study faced three limitations. First, the sample of respondents included in this study cannot be generalized to the state as participants were not randomly selected. Second, the survey did not utilize a longitudinal design, and thus its findings only relate to the first year of the policy’s implementation. Third, the study does not include school-based evidence to triangulate principals’ survey responses. Originality/value The study contributes to the instructional leadership literature. Specifically, the study offers further insights into the adjustments principals make in their leadership to accommodate expectations found in new teacher evaluation policy.

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