Properties of the Multiple Measures in Arizona's Teacher Evaluation Model. REL 2015-050

Autor/inn/en	Lazarev, Valeriy; Newman, Denis; Sharp, Alyssa
Institution	Regional Educational Laboratory West (ED)
Titel	Properties of the Multiple Measures in Arizona's Teacher Evaluation Model. REL 2015-050
Quelle	(2014), (42 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Evaluation; Observation; State Departments of Education; Correlation; Teacher Competencies; Academic Achievement; Teacher Influence; Scores; Surveys; Mathematics Tests; Reading Tests; Mathematics Achievement; Reading Achievement; Teacher Effectiveness; Teacher Characteristics; Evaluation Methods; Public Schools; School Districts; Charter Schools; Planning; Classroom Environment; Teaching Methods; Teacher Responsibility; Standardized Tests; Elementary Schools; Secondary Schools; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; Grade 10; Grade 11; Grade 12; Student Attitudes; Teacher Attitudes; Parent Attitudes; Arizona + Suchen Sie Ihr Suchwort? Teacher appraisal; Lehrerbeurteilung; Beobachtung; Kultusministerium; Korrelation; Lehrkunst; Schulleistung; Survey; Umfrage; Befragung; Lesetest; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Public school; Öffentliche Schule; School district; Schulbezirk; Charter school; Charter-Schule; Ablaufplanung; Planungsprozess; Klassenklima; Unterrichtsklima; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrverpflichtung; Standadised tests; Standardisierter Test; Elementary school; Grundschule; Volksschule; Sekundarschule; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Schülerverhalten; Lehrerverhalten; Elternverhalten
Abstract	This study explored the relationships among the components of the Arizona Department of Education's new teacher evaluation model, with a particular focus on the extent to which ratings from the state model's teacher observation instrument differentiated higher and lower performance. The study used teacher-level evaluation data collected by the Arizona Department of Education from five participating pilot LEAs during the 2012/13 school year. The study relied primarily on descriptive statistics calculated from the results of the different component metrics piloted in these LEAs, as well as analysis of the correlations among these components. Results indicated that teachers' observation item scores tended to concentrate at the Proficient level (the second-highest score on a four-point scale: Unsatisfactory, Basic, Proficient, and Distinguished), with this level accounting for 62 percent of all observational item scores. In addition, while the strength of the correlation between results from observations and the state's student academic progress metric was generally low, the correlation varied significantly between high- and low-performing teachers, as well as between certain teacher subgroups. The following are appended: (1) Arizona Teacher Evaluation Model; (2) Pilot Local Education Agency Information; (3) Study Methods; (4) Detailed Arizona Teacher Evaluation Model Pilot Results; 2012/13; and (5) Detecting nonlinear Relationships between Observation Item Scores and Student Academic Progress Metrics. (As Provided).
Anmerkungen	Regional Educational Laboratory West. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10