Is Effective Teacher Evaluation Sustainable? Evidence from DCPS

2019 ◽  
pp. 1-53
Author(s):  
Thomas S. Dee ◽  
Jessalynn James ◽  
Jim Wyckoff
Keyword(s):  
Public Schools ◽  
Teacher Evaluation ◽  
Teacher Attrition ◽  
Evaluation System ◽  
District Of Columbia ◽  
Value Added ◽  
Performance Standards ◽  
Effective Teacher ◽  
And Performance

Ten years ago, many policymakers viewed the reform of teacher evaluation as a highly promising mechanism to improve teacher effectiveness and student achievement. Recently, that enthusiasm has dimmed as the available evidence suggests the subsequent reforms had a mixed record of implementation and efficacy. Even in districts where there was evidence of efficacy, the early promise of teacher evaluation may not sustain as these systems mature and change. This study examines the evolving design of IMPACT, the teacher evaluation system in the District of Columbia Public Schools (DCPS). We describe the recent changes to IMPACT which include higher performance standards for lower-performing teachers and a reduced emphasis on value-added test scores. Descriptive evidence on the dynamics of teacher retention and performance under this redesigned system indicate that lower-performing teachers are particularly likely to either leave or improve. Corresponding causal evidence similarly indicates that imminent dismissal threats for persistently low-performing teachers increased both teacher attrition and the performance of returning teachers. These findings suggest teacher evaluation can provide a sustained mechanism for improving the quality of teaching.

Screen Twice, Cut Once: Assessing the Predictive Validity of Applicant Selection Tools

2017 ◽  
Vol 12 (2) ◽  
pp. 197-223 ◽  
Author(s):  
Dan Goldhaber ◽  
Cyrus Grout ◽  
Nick Huntington-Klein
Keyword(s):  
Public Schools ◽  
Teacher Attrition ◽  
Sample Selection ◽  
Value Added ◽  
Teacher Hiring ◽  
Screening Instruments ◽  
Teacher Workforce ◽  
Job Postings ◽  
Applicant Selection

Despite their widespread use, there is little academic evidence on whether applicant selection instruments can improve teacher hiring. We examine the relationship between two screening instruments used by Spokane Public Schools to select classroom teachers and three teacher outcomes: value added, absences, and attrition. We observe all applicants to the district (not only those who are hired), allowing us to estimate sample selection-corrected models using random tally errors and variation in the level of competition across job postings as instruments. Ratings on the screening instruments significantly predict value added in math and teacher attrition, but not absences—an increase of one standard deviation in screening scores is associated with an increase of about 0.06 standard deviations of student math achievement, and a decrease in teacher attrition of 3 percentage points. Hence the use of selection instruments appears to be a key means of improving the quality of the teacher workforce.

scholarly journals Quality of Service to the Regional Road Transport Service

2016 ◽  
Vol 1 (2) ◽  
pp. 216
Author(s):  
Suela E.Shpuza
Keyword(s):  
Quality Of Service ◽  
Customer Service ◽  
Performance Standards ◽  
Road Transport ◽  
Service Organizations ◽  
Transport Service ◽  
Lack Of Information ◽  
And Performance ◽  
High Level

Performance is measured and done, the quality represents a key element to achieve the performance, especially customer service quality. In response to the pressure of globalization, the market increasingly competitive and volatile market dynamics that, many organizations actively seeking ways to add value to their services and improve their quality of service. Organizations usually tend to make their operations efficient priority. This process begins with the assessment of nevojave customers, their requirements and assessing the performance of domestic human resources in organization and performance depends on the outcome of the estimated earlier. Since this process can proceed in different directions. The causes of these results may be the lack of information and support of high-level management, performance standards unclear, inaccuracies assessors, very large number of forms to be completed and the use of software for the opposite purpose.

Distributed Accountability: Creating District Systems to Ensure Teaching Quality

2007 ◽  
Vol 17 (4) ◽  
pp. 504-536
Author(s):  
Jennifer Goldstein
Keyword(s):  
Teacher Evaluation ◽  
Distributed Leadership ◽  
Evaluation System ◽  
Teaching Quality ◽  
District Leaders ◽  
Urban District ◽  
Peer Assistance And Review ◽  
Political Implications ◽  
Peer Assistance

Districts play a key and relatively unexamined role in distributed leadership research. This article explores how leadership was distributed through a district structure designed to improve the quality of teaching by improving the quality of teacher evaluation. It examines peer assistance and review, a policy designed to address the key problems of traditional teacher evaluation by allowing administrators and teacher leaders to share accountability for evaluation processes and decisions. The article presents data from a peer assistance and review program in one urban district, detailing how the program distributed accountability for teacher quality across the district organization. The article extends previous work on distributed leadership by showing how the design of shared tasks can effectively distribute accountability. The article also extends previous work on distributed leadership by elucidating the democratic effects of that distribution. As such, the article addresses questions of instrumentality (i.e., how can district leaders design and implement a better teacher evaluation system?) and agency (i.e., what are the political implications of distributing formal authority for teacher evaluation out of the hands of administrators and into the hands of teachers?).

scholarly journals Coasean Quality of Regulated Goods

2016 ◽  
Vol 16 (4) ◽  
Author(s):  
Marian W. Moszoro
Keyword(s):  
Economic Efficiency ◽  
Performance Standards ◽  
Bargaining Solution ◽  
Price Cap Regulation ◽  
Environmental Chemical ◽  
Minimum Quality Standards ◽  
And Performance ◽  
Return Regulation ◽  
Minimum Quality

Abstract The quality of goods provided by public utilities depends on infrastructure features and operational inputs. I compare the economic efficiency that results from price ceilings and minimum quality standards (i. e., compliance with environmental, chemical, and performance standards and norms) imposed by a benevolent regulator to a Coasean bargaining solution between a median consumer and a monopolist. When quality is non-excludable and non-rival, rate-of-return regulation yields higher economic efficiency than price cap regulation.

scholarly journals Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences

2016 ◽  
Vol 52 (5) ◽  
pp. 711-753 ◽  
Author(s):  
Matthew A. Kraft ◽  
Allison F. Gilmour
Keyword(s):  
Teacher Evaluation ◽  
Teacher Development ◽  
Evaluation System ◽  
Evaluation Process ◽  
Unintended Consequences ◽  
Urban District ◽  
Evaluation Systems ◽  
Primary Responsibility

Purpose: New teacher evaluation systems have expanded the role of principals as instructional leaders, but little is known about principals’ ability to promote teacher development through the evaluation process. We conducted a case study of principals’ perspectives on evaluation and their experiences implementing observation and feedback cycles to better understand whether principals feel as though they are able to promote teacher development as evaluators. Research Method: We conducted interviews with a stratified random sample of 24 principals in an urban district that recently implemented major reforms to its teacher evaluation system. We analyzed these interviews by drafting thematic summaries, coding interview transcripts, creating data-analytic matrices, and writing analytic memos. Findings: We found that the evaluation reforms provided a common framework and language that helped facilitate principals’ feedback conversations with teachers. However, we also found that tasking principals with primary responsibility for conducting evaluations resulted in a variety of unintended consequences which undercut the quality of evaluation feedback they provided. We analyze five broad solutions to these challenges: strategically targeting evaluations, reducing operational responsibilities, providing principal training, hiring instructional coaches, and developing peer evaluation systems. Implications: The quality of feedback teachers receive through the evaluation process depends critically on the time and training evaluators have to provide individualized and actionable feedback. Districts that task principals with primary responsibility for conducting observation and feedback cycles must attend to the many implementation challenges associated with this approach in order for next-generation evaluation systems to successfully promote teacher development.

scholarly journals Declining Morale, Diminishing Autonomy, and Decreasing Value: Principal Reflections on a High-Stakes Teacher Evaluation System

2018 ◽  
Vol 13 (8) ◽  
Author(s):  
Noelle A Paufler
Keyword(s):  
Student Achievement ◽  
Teacher Evaluation ◽  
Evaluation System ◽  
Negative Impact ◽  
Value Added ◽  
Unintended Consequences ◽  
Evaluation Systems ◽  
State And Local ◽  
Teacher Evaluation Systems ◽  
District Culture

Since the adoption of teacher evaluation systems that rely, at least in part, on controversial student achievement measures, little research has been conducted that focuses on stakeholders’ perceptions of systems in practice, specifically the perceptions of school principals. This study was conducted in a large urban school district to better understand principals’ perceptions of evaluating teachers based on professional and instructional practices as well as student achievement (i.e., value-added scores). Principals in this study strongly expressed concerns regarding: (a) the negative impact of the teacher evaluation system on district culture and morale; (b) their lack of autonomy in evaluating teachers and making staffing decisions; and (c) their perceived lack of value as professionals in the district. Examining the implications of teacher evaluation systems, per the experiences of principals as practitioners, is increasingly important if state and local policymakers as well as the general public are to better understand the intended and unintended consequences of these systems in practice.

scholarly journals Development of a Teacher Evaluation Model for Private Schools of Punjab Province

2019 ◽  
Vol IV (II) ◽  
pp. 375-385
Author(s):  
Mariam Hussain ◽  
Afifa Khanam ◽  
Uzma Qureshi
Keyword(s):  
Teacher Evaluation ◽  
Private Sector ◽  
Evaluation System ◽  
Evaluation Model ◽  
Evaluation Process ◽  
Teacher Assessment ◽  
Personnel Decisions ◽  
Guided Learning ◽  
Assessment Policies

This research discusses the inquiry of measuring teacher effectiveness at private sector schools. Explicitly, it explores how teachers performance evaluation can both reflect as well as predict teachers success, hence the study informs about teachers personnel decisions, their instructional enhancement, and professional development. This includes mentoring, training, and self-guided learning. The current study is premeditated using a mix-method with qual-quan order. It is an exploratory study based on a critical paradigm to evaluate the current IB teacher evaluation process and outputs and develop an indigenous model for corrective measures to improve the existing evaluation system. It explores the objectives, procedures, and consequences of teacher assessment policies and practices. The study has implications, for greater advantage for the quality of collaborative planning and teaching, using a newly developed model in the private sector of Punjab.

scholarly journals An investigation of educators' perceptions of the Integrated Quality Management System in South African schools

2008 ◽  
Author(s):  
◽  
Barathwanth Biputh
Keyword(s):  
Public Schools ◽  
Quality Management ◽  
South African ◽  
Management System ◽  
Evaluation System ◽  
Quality Management System ◽  
Wide Spectrum ◽  
Individual Development ◽  
New Paradigm

Educational institutions are pursuing quality improvement for various reasons. A great deal of literature on staff evaluation covering a wide spectrum of fields such as industry and commerce, including schools, has been produced and it generally identifies three main purposes of quality evaluation. Firstly, evaluation is conducted to review performance, identifying strengths and weaknesses. Secondly, it provides information about the service in order to improve the quality of the service and to demonstrate accountability. Thirdly, evaluation is aimed at encouraging personal and professional development. This study analyses the Integrated Quality Management System (IQMS), an evaluation system which was implemented in South African public schools in 2005. The IQMS is a clear reaction to the autocratic mode of evaluation that operated during the apartheid era and is a major shift from the old paradigm of external evaluators. The new paradigm calls for a joint collaboration between schools, districts and supervisory units with the overall aim of enhancing the quality of education in South Africa, in addition to addressing the inequities and injustices of the past. Since its introduction, very little empirical research has been carried out to establish whether the IQMS model addresses that which it was intended to. This thesis evaluates the extent to which the IQMS is perceived to have enhanced individual development and ensured improvements in teaching and learning.

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