Teacher Evaluation and Local Control in the US: An Investigation into the Degree of Local Control Afforded to Districts in Defining Evaluation Procedures for Teachers in Non-Tested Subjects and Grades

Autor/inn/en	Gagnon, Douglas J.; Hall, Erika L.; Marion, Scott
Titel	Teacher Evaluation and Local Control in the US: An Investigation into the Degree of Local Control Afforded to Districts in Defining Evaluation Procedures for Teachers in Non-Tested Subjects and Grades
Quelle	In: Assessment in Education: Principles, Policy & Practice, 24 (2017) 4, S.489-505 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2016.1167669
Schlagwörter	Teacher Evaluation; School District Autonomy; State School District Relationship; Academic Achievement; Value Added Models; Educational Practices; Evaluation Methods; Funding Formulas; Content Analysis; Trend Analysis; Elementary Secondary Education; Educational Policy; Documentation; Qualitative Research + Suchen Sie Ihr Suchwort? Teacher appraisal; Lehrerbeurteilung; School district; School districts; Autonomy; School autonomy; Schulautonomie; Staatliches Schulamt; Schulleistung; Bildungspraxis; Funding; Finanzierung; Inhaltsanalyse; Trendanalyse; Politics of education; Bildungspolitik; Dokumentation; Qualitative Forschung
Abstract	Many states only recently incorporated indicators of student achievement into teacher evaluation systems for Non-Tested Subjects and Grades (NTSG). This study examines how practices related to the inclusion of student achievement measures vary across states as to the discretion left to districts in defining and implementing evaluation systems for teachers in NTSG. For each state, information about current practices was obtained through document analysis and, when provided, feedback from state department representatives. We find substantial variation in state polices. Some states--notably those that received Race to the Top funding--afford districts with considerably less local control than others. Results presented here provide rich descriptive information and highlight the need for future studies related to local control and teacher evaluation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01