A Teacher Evaluation System That Works. Working Paper

Autor/inn/en	Daley, Glenn; Kim, Lydia
Institution	National Institute for Excellence in Teaching (NIET)
Titel	A Teacher Evaluation System That Works. Working Paper
Quelle	(2010), (55 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Feedback (Response); Teacher Effectiveness; Teacher Evaluation; Academic Achievement; Teaching Methods; Best Practices; Evaluation Methods; Educational Policy; Systems Analysis; Classroom Observation Techniques; Achievement Gains; Alignment (Education); Merit Pay; Merit Rating; Program Descriptions; Program Effectiveness; Accountability; Professional Development; Data Analysis; Statistical Distributions; Scoring Rubrics; Individual Differences; Qualitative Research; Teacher Improvement; Evidence; Teacher Persistence + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik; System analysis; Systemanalyse; Achievement gain; Leistungssteigerung; Leistungszulage; Analytische Arbeitsbewertung; Verantwortung; Auswertung; Wahrscheinlichkeitsverteilung; Scoring formulas; Auswertungsbogen; Individueller Unterschied; Qualitative Forschung; Evidenz
Abstract	Status quo approaches to teacher evaluation have recently come under increasing criticism. They typically assign most teachers the highest available score, provide minimal feedback for improvement, and have little connection with student achievement growth and the quality of instruction that leads to higher student growth. A more comprehensive approach has been demonstrated for ten years by TAP[TM]: The System for Teacher and Student Advancement. This system includes both classroom observations and student achievement growth measures, provides feedback to teachers for improvement, is aligned to professional development and mentoring support, and provides metrics for performance-based compensation. This paper describes the TAP system, and examines data from a large sample of teachers to assess the distribution of TAP evaluations and their alignment to student achievement growth. We find that TAP evaluations provide differentiated feedback, that classroom observational scores are positively and significantly correlated with student achievement growth, that TAP teachers increase in observed skill levels over time, and that TAP schools show differential retention of effective teachers based on these evaluation scores. Appended are: (1) Components of the TAP Skills, Knowledge, and Responsibilities Performance Standards; and (2) Weighting in the Skills, Knowledge, and Responsibilities Score. (Contains 15 figures, 3 tables and 3 footnotes.) [For "A Teacher Evaluation System That Works. Research Brief," see ED533381.] (As Provided).
Anmerkungen	National Institute for Excellence in Teaching. 1250 Fourth Street, Santa Monica, CA 90401. Tel: 310-570-4860; Fax: 310-570-4863; Web site: http://www.niet.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10