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Teacher Evaluation Research and Resources
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Categories
Why High Quality Teaching is Important
General Teacher Evaluation Articles
Using Value Added Growth Measures in Evaluation
Evaluating Non-Tested Grades and Subjects
Subject Area Evaluation Articles
State Teacher Evaluation Policies
Sample of State Teacher Evaluation Models
District Teacher Evaluation Resources
Sample of Teacher Evaluation Frameworks
Sample of District Teacher Evaluation Sites
Aligning Professional Development to Teacher Evaluation
Streaming Videos of Teaching Strategies
Additional Resources
Why High Quality Teaching is Important
The Long-Term Impacts of Teachers: Teacher Value-Added and Student Outcomes in Adulthood (Chetty, Friedman, and Rockoff, 2011)
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The authors question whether value-added (VA) data provides unbiased data of the teachers’ impact on positive student outcomes and whether or not VA teachers improve students’ long-term outcomes.
Teacher and Classroom Context Effects on Student Achievement: Implications for Teacher Evaluation (Wright, Horn, and Sanders, 1997)
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This article addresses the different factors that contribute to student learning while acknowledging the important role teachers play in student achievement. Through the use of Tennessee Value-Added Assessment System, a longitudinal study was conducted to assess student achievement.
Measuring a Teacher's Value and Effectiveness in SREB States (Southern Regional Education Board, 2011)
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This SREB Policy Brief brings together key findings on the components of comprehensive teacher evaluation models from top researchers and policy groups. This brief was in response to state requests for assistance in crafting policy on teacher effectiveness and evaluation.
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General Teacher Evaluation Articles
The Widget Effect: Our National Failure to Acknowledge and Act on Differences in Teacher Effectiveness (Weisberg, Sexton, Mulhern, Keeling, Schunk, Palcisco, and Morgan, 2009)
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This report examines the pervasive and longstanding failure to recognize and respond to variations in the effectiveness of teachers. The failure of evaluation systems to provide accurate and credible information about individual teachers’ instructional performance sustains and reinforces a phenomenon that we have come to call the Widget Effect. The Widget Effect describes the tendency of school districts to assume classroom effectiveness is the same from teacher to teacher.
Getting Teacher Assessment Right: What Policymakers Can Learn From Research (Hinchey, 2010)
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(Full article link above provides a copy of the research brief as well as a sound recording from NEPC Director Kevin Welner about the brief) The National Education Policy Center addresses teacher assessment in this policy brief, stating that teacher quality makes a big difference in student learning. A review of 275 articles and reports on the subject of teacher assessment found conclusively that placing excessive emphasis on test scores alone can undermine the goal of developing an excellent teaching force. Based on this research review, it is recommended that policymakers employ a full-spectrum assessment system that continually improves teaching but also enables the timely dismissal of teachers who cannot or will not improve.
Teacher Evaluation 2.0 (The New Teacher Project, 2010)
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The New Teacher Project addresses teacher evaluation systems and the effectiveness of these evaluations. Research shows that the best predictor of a teacher’s effectiveness is his or her past success in the classroom. This paper proposes six design standards that any teacher evaluation system must meet in order to be effective.
Evaluating Teachers and Principals: Developing Fair, Valid, and Reliable Systems (Center for Educator Effectiveness)
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The Center for Educator Effectiveness put this paper out to assess teacher effectiveness. The paper starts by defining teacher effectiveness and continues by explaining multiple indicators of effectiveness, how to develop a clear composite rating, how to clarify differentiated performance levels, building strong data analysis and reporting tools, and finally how to improve instructional and leadership practice through the evaluation of teacher effectiveness.
Approaches to Evaluating Teacher Effectiveness: A Research Synthesis (Goe, Bell, and Little, 2008)
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This research synthesis examines the various ways in which effective teaching can be conceptualized and measured. By evaluating the research on teacher effectiveness and the different instruments used to measure it, this synthesis contributes to the discussion of appropriate rigor and relevance of measures for different purposes.
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Using Value Added Growth Measures in Evaluation
Identifying Effective Classroom Practices Using Student Achievement Data (Kane, Taylor, Tyler, and Wooten, 2010)
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This study tests whether classroom observations- when done by trained professionals, external to the school, using an elaborated set of standards- can identify teaching practices most likely to raise achievement. This paper combines information from classroom-based observations and measures of teachers’ ability to improve student achievement as a step toward addressing these challenges.
Information and Employee Evaluation: Evidence From a Randomized Intervention in Public Schools (Rockoff, Staiger, Kane, and Taylor, 2010)
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The authors analyze and establish several facts consistent with a simple Bayesian learning model of employee evaluation in the presence of imperfect information. This paper examines how managers develop and use subjective evaluations, and how these processes are affected by the presence of objective performance data.
Analysis of Key Elements of SLO Practice in Leading States (Illinois State Board of Education, 2012)
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Problems with the Use of Student Test Scores to Evaluate Teachers (Economic Policy Institute, 2010)
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This paper reviews evidence that leads one to conclude that, although standardized test scores of students are one piece of information for school leaders to use to make judgments about teacher effectiveness, such scores should be only a part of an overall comprehensive evaluation. A sound evaluation will involve a balancing of many factors that provide a more accurate view of what teachers in fact do in the classroom and how that contributes to student learning.
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Evaluating Non-Tested Grades and Subjects
Measuring Teachers’ Contributions to Student Learning Growth for Nontested Grades and Subjects (Goe and Holdheide, 2011)
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Approaches and Considerations for Incorporating Student Performance Results From Non-Tested Grades and Subjects Into Educator Effectiveness Determination (Marion and Buckley, 2011)
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Subject Area Evaluation Articles
Special Education Value-Added performance Evaluation Systems: A State-Level Focus (Burdette, 2011)
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Transforming High Schools: Performance Systems for Powerful Teaching (Alliance for Excellent Education, 2011)
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State Teacher Evaluation Policies
State of the States: Trends and Early Lessons on Teacher Evaluation and Effectiveness Policies (National Council on Teacher Quality, 2011)
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Teacher Evaluation: New Approaches for a New Decade (Zinth, 2010)
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Sample of State Teacher Evaluation Models
Tennessee Teacher Evaluation Model
Delaware Performance Appraisal System
Ohio Teacher Evaluation System Framework
Rhode Island,
Educator Evaluation System Standards
Colorado Recommendations for Teacher and Principal Performance Evaluation
Florida Teacher Performance Evaluation
Hawaii Teacher Performance Evaluation
Maryland Council for Educator Effectiveness
Massachusetts Model System for Educator Evaluation
New York Educator Evaluation
North Carolina On-Line Teacher Evaluation System
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District Teacher Evaluation Resources
Teacher Quality Center,
A Practical Guide to Designing Comprehensive Teacher Evaluation Systems
Coggshall, J., Max, J., & Bassett, K. (2008).
Using performance-based assessments to identify and support high-quality teachers
(Tips & Tools Key Issue). Washington, DC: National Comprehensive Center for Teacher Quality
Practical Guide for Developing Teacher Evaluation Systems
Standards for Rating a Teacher Observation Tool
Performance Management Scorecard
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Sample of Teacher Evaluation Frameworks
Charlotte Danielson
Marzano Teacher Evaluation Framework
CLASS (
The Classroom Assessment Scoring System
)
Teacher Evaluation Rubric by Kim Marshall
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Sample of District Teacher Evaluation Sites
Teacher evaluator training program for incorporating student growth:
New Haven Public Schools Teacher Evaluation and Development System
(see
TEVAL - Student Growth Goal-Setting Intro
for information on student growth component)
Washington D.C. Public Schools IMPACT program
Hillsborough County Public Schools Empowering Effective Teachers Initiative
Pittsburg Public Schools Empowering Pittsburgh Teachers Initiative
District programs that ensure quality classroom observers:
District of Columbia Public Schools Master Educator Program
Minneapolis Public Schools Teacher Evaluation Process
Cincinnati Public Schools (CPS) Teacher Evaluation Process
Montgomery County Public Schools Teacher Professional Growth System
Districts that use Peer Assistance and Review (PAR)
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Aligning Professional Development to Teacher Evaluation
Workplaces That Support High-Performing Teaching and Learning: Insights From Generation Y Teachers (American Institutes for Research & American Federation of Teachers, 2011)
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iObservation
A web based platform that collects, manages and reports longitudinal data from classroom walkthroughs, teacher evaluations and teacher observations using evaluation frameworks from Danielson, Marzano or Reeves.
Tap™
The System for Teacher and Student Advancement provides teachers with powerful opportunities for career advancement, ongoing professional development, a fair evaluation system and performance-based compensation.
The NIET Best Practices Portal
A subscription based interactive web tool to that provides resources and training to support teacher professional development tied to evaluation.
Building Professional Development to Support New Student Assessment Systems (Stephanie Hirsh, Learning Forward)
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Streaming Videos of Teaching Strategies
Teachers’ Network Streaming Videos
Lessons in various grades and subjects
Minneapolis Public Schools
Videos of high value-added kindergarten teachers in Minneapolis teaching phonemic awareness, alphabetic principles, oral comprehension/vocabulary, and writing to support literacy.
Teaching Channel
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Additional Resources
CEC Resources for Teacher Effectiveness
Association for Staff and Curriculum Development PD in Focus
IASA Video Library – PEAC
American Federation of Teachers
Teacher Development and Evaluation
National Education Association Teacher Evaluation and Accountability Toolkit
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