scholarly journals Teacher Evaluation, Instructional Practice and Student Achievement: Evidence from the District of Columbia Public Schools and the Measures of Effective Teaching Project

2016 ◽  
Author(s):  
Melinda Adnot
Keyword(s):  
Student Achievement ◽  
Public Schools ◽  
Teacher Evaluation ◽  
Effective Teaching ◽  
Instructional Practice ◽  
District Of Columbia

The Impact on Student Achievement of Replacing Principals in District of Columbia Public Schools

2020 ◽  
Vol 15 (3) ◽  
pp. 518-542 ◽  
Author(s):  
Elias Walsh ◽  
Dallas Dotter
Keyword(s):  
Student Achievement ◽  
Public Schools ◽  
Public Education ◽  
Education Reform ◽  
District Of Columbia ◽  
School Year ◽  
Public Education Reform ◽  
Standard Deviations ◽  
The Impact

The 2007 Public Education Reform Amendment Act led to 39 percent of the principals in District of Columbia Public Schools (DCPS) being dismissed before the start of the 2008–09 school year, and additional principal exits over the next few years. We measure the impact of replacing these principals on schoolwide student achievement by measuring the changes in achievement that occurred when principals were replaced, and comparing these changes to achievement in comparison schools within DCPS that kept the same principal. We find that after a new principal's third year in a school, average schoolwide achievement increased by 4 percentile points (0.09 standard deviations) compared with how students in the school would have achieved had DCPS not replaced the previous principal. For students in grades 6 to 8, the gains were larger and statistically significant in both math and reading.

scholarly journals Teacher Evaluation and Teacher Turnover in Equilibrium: Evidence From DC Public Schools

AERA Open ◽  
2020 ◽  
Vol 6 (2) ◽  
pp. 233285842093223
Author(s):  
Jessalynn James ◽  
James H. Wyckoff
Keyword(s):  
Student Achievement ◽  
Public Schools ◽  
Teacher Evaluation ◽  
Effective Teachers ◽  
Evaluation System ◽  
Teacher Turnover ◽  
High Stakes ◽  
High Performing ◽  
Evaluation Policies ◽  
Induced Changes

Teacher turnover is an enduring concern in education policy and can incur substantial costs to students. Policies often address turnover broadly, yet effects turn on net differences in the effectiveness of exiting and entering teachers, in addition to the disruption dealt to classrooms. Recent research has shown mixed effects of teacher evaluation policies, but even where evaluation-induced differential turnover initially benefited students, gains might disappear or reverse as the stock of less effective teachers exits and if more effective teachers view high-stakes evaluation as burdensome. We examine evaluation–induced changes to the composition of exiting and entering teachers in Washington, D.C., the net effect of turnover on student achievement, and the role that evaluation played in teacher turnover. We find that turnover continues to improve teaching skills and student achievement, although effects have diminished. We find little evidence that high-performing teachers’ exit is associated with the evaluation system.

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.

scholarly journals A Viable Solution to Implementing Effective Instructional Supervision

2016 ◽  
Vol 5 (1) ◽  
pp. 128
Author(s):  
Stephen Benigno
Keyword(s):  
Student Achievement ◽  
Teacher Evaluation ◽  
School Districts ◽  
Curriculum Development ◽  
Clinical Supervision ◽  
Classroom Instruction ◽  
Accurate Assessment ◽  
Effective Evaluation ◽  
Viable Solution ◽  
Supervision Model

<p>With an increased emphasis on instructional accountability with respect to instruction, assessment and curriculum development, administrators have been struggling to find a model of supervision that is clinical and collaborative and that will produce an accurate assessment of classroom instruction. According to Goe (2007), “In recent years, the focus has moved away from holding schools accountable for student achievement and toward holding teachers accountable” (p. 12). The Clinical Supervision model is an accepted and viable strategy of teacher evaluation that has been utilized in many school districts for a number of years. Clinical Supervision, if conducted with fidelity, can provide the administration of the school with an opportunity to collaborate with the teacher and create an effective evaluation experience.</p>

Determining effective teaching behaviors through the hiring process

2015 ◽  
Vol 29 (1) ◽  
pp. 139-155 ◽  
Author(s):  
Gary Schumacher ◽  
Bettye Grigsby ◽  
Winona Vesey
Keyword(s):  
Student Achievement ◽  
Learning Styles ◽  
Student Success ◽  
Classroom Management ◽  
Effective Teaching ◽  
Teaching Behaviors ◽  
Content Type ◽  
Future Studies ◽  
Successful Teachers ◽  
Effective Teaching Behaviors

Purpose – One bad hiring decision can lead to low student achievement. Research supports that teachers are the most influential factor in student success. As a result, principals’ current practice of hiring teachers based on intuition and likeability must change. Given the current high stakes era, principals need reassurance that the teachers they hire can indeed meet the needs of the students and the goals of the school. The purpose of this paper is to determine which interview protocol questions would predict high levels of effective teaching behaviors exhibited by teachers in the classroom. Design/methodology/approach – A convenience sample of 600 working teachers responded to a 93-item Likert-scale online questionnaire related to the four domains of effective teaching behaviors: classroom management, organizing instruction, implementing instruction, and monitoring progress and potential. The researchers first analyzed the teacher responses to assess their reliability and validity. A regression analysis was then run to indicate which effective teacher domains (the predictor variables); best predicted average student achievement scores (the outcome variable). Regression analysis was used to predict high-quality teachers (i.e. teachers with high average gain scores) given responses to interview questions (predictor variables). Findings – Successful teachers in this study utilized multiple strategies when handling the area of classroom management and organization. In the area of organizing instruction, key elements such as the objective, individual or group activities, and assessments were included in the daily lesson plan. The structure of the lesson delivery and the different learning styles of students were considered when planning a lesson. In this research, teachers utilized various instructional strategies when implementing instruction to challenge all learners, accommodate different learning styles, and to ensure student success. Successful teachers in this study monitored student progress and potential using a variety of methods. Research limitations/implications – The research was conducted in two districts. Future studies could expand on the research using multiple districts in several locations. Data were self-reported by current teachers and cannot be independently verified. Researchers relied on the information provided by teachers and trusted their responses to be accurate. Future studies could include a qualitative piece to determine why monitoring student progress and potential produced a negative result on student performance, classroom management was not significantly related to performance in language arts, and organization for instruction was not significantly related to performance in mathematics. Originality/value – This longitudinal study will provide hiring authorities with research-based protocols that have proven to predict high levels of teaching quality, which research has shown to be single most important determinant of student achievement.

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.

Do charter schools alleviate the negative effect of teacher turnover?

2018 ◽  
Vol 33 (1) ◽  
pp. 11-20 ◽  
Author(s):  
Karlerik Naslund ◽  
Branco Ponomariov
Keyword(s):  
Student Achievement ◽  
Public Schools ◽  
School Districts ◽  
Charter Schools ◽  
Teacher Turnover ◽  
Public School Districts ◽  
Theory And Practice ◽  
Labor Practices ◽  
Negative Effect ◽  
Using Data

Using data on charter and public school districts in Texas, we test the hypothesis that the labor practices in charter schools, in particular their ability to easily dismiss poorly performing teachers, diminishes the negative effect of teacher turnover on student achievement and graduation rates in comparison to public schools. We find some support for this hypothesis, and discuss implications for theory and practice.

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