Can Teacher Evaluation Systems Produce High-Quality Feedback? An Administrator Training Field Experiment

Autor/inn/en	Kraft, Matthew A.; Christian, Alvin
Titel	Can Teacher Evaluation Systems Produce High-Quality Feedback? An Administrator Training Field Experiment
Quelle	In: American Educational Research Journal, 59 (2022) 3, S.500-537 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kraft, Matthew A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/00028312211024603
Schlagwörter	Teacher Evaluation; Feedback (Response); Educational Change; Public Schools; Public School Teachers; School Districts; Teacher Attitudes; Self Efficacy; Academic Achievement; Observation; Performance Based Assessment; Educational Administration; Teaching Methods; Training; Professional Development; Evaluators; Elementary School Teachers; Secondary School Teachers; Program Implementation; Program Evaluation; Massachusetts (Boston) + Suchen Sie Ihr Suchwort? Teacher appraisal; Lehrerbeurteilung; Bildungsreform; Public school; Öffentliche Schule; School district; Schulbezirk; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Schulleistung; Beobachtung; Leistungsermittlung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Programme evaluation; Programmevaluation
Abstract	A core motivation for the widespread teacher evaluation reforms of the past decade was the belief that these new systems would promote teacher development through high-quality feedback. We examine this theory by studying teachers' perceptions of evaluation feedback in Boston Public Schools and evaluating the district's efforts to improve feedback through an administrator training program. Teachers generally reported that evaluators were trustworthy, fair, and accurate but that they struggled to provide high-quality feedback. We find little evidence that the training program improved perceived feedback quality, classroom instruction, teacher self-efficacy, or student achievement. Our results illustrate the challenges of using evaluation systems as engines for professional growth when administrators lack the time and skill necessary to provide frequent, high-quality feedback. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01