Remaking Teacher Evaluation: A Heavy Lift for State Education Policymakers

Autor/in	McGuinn, Patrick
Titel	Remaking Teacher Evaluation: A Heavy Lift for State Education Policymakers
Quelle	In: State Education Standard, 15 (2015) 3, S.26-31 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-8000
Schlagwörter	Teacher Evaluation; State Policy; Case Studies; Program Implementation; Educational Change; Educational Practices; Barriers; Performance Factors; Resource Allocation; Evaluators; Educational Needs; Certification; School Support; Principals; Coaching (Performance); Data Collection; Disclosure; Clearinghouses; Student Educational Objectives; Alternative Assessment; Stakeholders; Partnerships in Education; Best Practices; Change Strategies; Elementary Secondary Education; Federal Legislation; Educational Legislation; Federal Programs; Federal Aid; Colorado; Delaware; New Jersey; Pennsylvania; Rhode Island; Tennessee + Suchen Sie Ihr Suchwort? Teacher appraisal; Lehrerbeurteilung; Case study; Fallstudie; Case Study; Bildungsreform; Bildungspraxis; Leistungsindikator; Ressourcenallokation; Educational need; Bildungsbedarf; Abschlusszeugnis; Zertifizierung; Schulförderverein; Principal; Schulleiter; Data capture; Datensammlung; Hochschulpartnerschaft; Lösungsstrategie; Bundesrecht; Bildungsrecht; Schulgesetz
Abstract	The "Race to the Top" competitive grant program initiated a wave of teacher evaluation reform, which scholars and policymakers have long identified as critical to improving teacher quality and student performance. State boards of education (SBEs) and state education agencies (SEAs) took different approaches to these reforms, and as a result, clear tension has emerged between some states' desires to let districts select or adapt evaluation instruments that are best suited to their particular circumstances. Because teacher evaluation systems are still a work in progress, it is vital that school leaders and administrators continue to solicit feedback, learn from their mistakes, and make improvements. In that spirit, the author conducted comparative case studies on the implementation of teacher evaluation reforms in six "early adopter" states: Colorado, Delaware, New Jersey, Pennsylvania, Rhode Island, and Tennessee. Their experiences reveal some of the key challenges and adaptations in implementing new teacher evaluation systems, as well as recommendations that can inform the efforts of other states going forward. (ERIC).
Anmerkungen	National Association of State Boards of Education. 2121 Crystal Drive Suite 350, Arlington, VA 22202. Tel: 800-368-5023; Tel: 703-684-4000; Fax: 703-836-2313; e-mail: boards@nasbe.org; Web site: http://www.nasbe.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01