Continuing Assessment of Teacher Reactions to a Standards-Based Teacher Evaluation System

Heneman, Herbert G.; Milanowski, Anthony

doi:10.1023/b:peev.0000032427.99952.02

Cited by 66 publications

(55 citation statements)

References 12 publications

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“…Hence, a turn-around for teacher performance appraisal is needed. Alternative ways to evaluate teachers have emerged (Heneman and Milanowski, 2003).…”

Section: Effective Teacher Performance Appraisalmentioning

confidence: 99%

Importance of system and leadership in performance appraisal

Tuytens

Devos

2012

Personnel Review

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characteristics of the teacher performance appraisal system and the school leader for procedural justice and perceived feedback utility by teachers. Methodology: Both interviews with school leaders and a questionnaire for teachers were used to collect our data in 32 schools. Path analyses (n=298) were used to test our research model. Findings: The results indicate that teacher participation in the teacher performance appraisal system significantly influences the perceived procedural justice by teachers which in its turn significantly influences the perceived feedback utility. The role of the school leaders is found to be extremely important. Charismatic leadership influences both directly and indirectly (through procedural justice) the perceived feedback utility by teachers. Originality: Our study contributes to the research field of (teacher) performance appraisal by studying empirically appraisal system characteristics and leadership characteristics that effect appraisal reactions. In this regard, this study responds to the need for more empirical research to uncover the social context of performance appraisal, especially in the field of education where there is a general skepticism towards teacher appraisal and its possible positive outcomes.System and leadership in performance appraisal 3

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“…Hence, a turn-around for teacher performance appraisal is needed. Alternative ways to evaluate teachers have emerged (Heneman and Milanowski, 2003).…”

Section: Effective Teacher Performance Appraisalmentioning

confidence: 99%

Importance of system and leadership in performance appraisal

Tuytens

Devos

2012

Personnel Review

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“…Recent examinations of relationships in practice have emerged from Chicago and Tennessee, and several prior research studies have examined the Cincinnati Teacher Evaluation System (TES). Cincinnati has the longest-standing MMTES (launched in the 2000-2001 school year), and accordingly the most research has been done on this system, which is based (as many new MMTES are) on Charlotte Danielson's Framework for Teaching and accompanying observation protocol (Heneman & Milanowski, 2003;Holtzapple, 2003;Kane et al 2011;Milanowski, 2004aMilanowski, , 2004bOdden, 2004;Taylor & Tyler, 2012;Tyler, Taylor, Kane, & Wooten, 2010;Weisberg et al, 2009). Together, the work from Cincinnati finds that observation-based measures and value-added or student-achievement-based measures of teacher effectiveness are positively correlated, such that teachers who score well on one measure are more likely to be considered more effective according to the other.…”

Section: Summary Of Related Literaturementioning

confidence: 99%

Sorting out the signal: Do multiple measures of teachers’ effectiveness provide consistent information to teachers and principals?

Strunk

Weinstein²,

Makkonen

2014

EPAA

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There is increasing policy interest in the use of standards-based multiple measure teacher evaluation systems that include both observational and value-added measures of teacher effectiveness. The growing literature that assesses the relationships between these measures does so mainly in academic settings using a validity lens. While valuable in their own right, this evidence from research-based settings provides little evidence about how teachers and principals receive the different signals from multiple measures of effectiveness when implemented in district contexts. Using pairwise correlations and a series of ordinary least squares regressions, this study assesses the relationships between value-added measures of teacher effectiveness and an observational measure of teacher practice as implemented in a district's pilot of a new standards-based multiple-measure teacher evaluation system. We find moderate correlations between value-added and observation-based measures, indicating that teachers will receive similar but not entirely consistent signals from each performance measure. We conclude by highlighting considerations for districts working to develop and implement standards-based multiple-measure teacher evaluation systems.

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“…Most of the research focuses on the teachers' (Bastarche and Arthur, 2000; Rapp, 2003;Sweeley, 2004, Henemen andMilanowski, 2003) and principals' (Loucks and Barker, 2000) perceptions of teacher evaluation systems and perceptions of administrators who conduct the appraisals (Chow, et al, 2001;Zimmerman andDeckert, 2004 ). Milanowski (2005) examined the supposed problem of the principal's split role of evaluator and mentor to conclude that there is little impact with one supervisor filling both roles.…”

Section: Resources About the Psychology And Sociology Of Teacher Ementioning

confidence: 99%

Does Standards-Based Teacher Evaluation Improve Schools? An Investigation of Teacher Perceptions of Appraisal Systems

Batchelor¹

2008

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Three years after implementing a standards-based teacher evaluation system in a private K-12 school, research was conducted to determine what attitudes and perceptions teachers had on the effectiveness of the system. The survey includes questions about the teacher evaluation process and the goals of the test school in implementing the process. The goals for adopting the standards-based teacher evaluation system were (1) increasing student learning, (2) improving instruction, (3) developing a mentoring program, (4) focusing professional development, and (5) facilitating collegiality. The sample for the survey included 87 teachers (group AB) from schools in the Southeast, of which 21 (group B) were from the test school. The other 66 teachers (group A) were used as a control group for comparative purposes. The research concluded that teachers in groups A and B largely agree that their teacher evaluation programs are effective and thorough and there were few statistically significant differences between group A and B with respect to perceptions of teacher evaluation processes. However, there were significant differences found between groups A and B with respect to mentoring programs and professional development programs. It was found that goals for developing mentoring programs and focusing professional development were not yet achieved in the test school.•••

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Continuing Assessment of Teacher Reactions to a Standards-Based Teacher Evaluation System

Cited by 66 publications

References 12 publications

Importance of system and leadership in performance appraisal

Importance of system and leadership in performance appraisal

Sorting out the signal: Do multiple measures of teachers’ effectiveness provide consistent information to teachers and principals?

Does Standards-Based Teacher Evaluation Improve Schools? An Investigation of Teacher Perceptions of Appraisal Systems

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