Improving Teaching Effectiveness: Final Report: The Intensive Partnerships for Effective Teaching Through 2015&amp;ndash;2016

Stecher, Brian M.; Holtzman, Deborah; Garet, Michael S.; Hamilton, Laura S.; Engberg, John; Steiner, Elizabeth D.; Robyn, Abby; Baird, Matthew D.; Gutierrez, Italo A.; Peet, Evan D.; Reyes, Iliana; Fronberg, Kaitlin; Weinberger, Gabriel; Hunter, Gerald P.; Chambers, Jay G.

doi:10.7249/rr2242

Cited by 52 publications

(53 citation statements)

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“…Meanwhile, other research findings indicate that a greater emphasis on student achievement and an increased number of required observations has not improved teaching and learning in the United States (Stecher et al, 2018). Perhaps this is because even under the best conditions when principals were prepared and had the skills to do teacher evaluation well, they lacked time (Donaldson & Woulfin, 2018;Goldring et al, 2015;Kraft & Gilmour, 2016;Lavigne & Chamberlain, 2017;Stecher et al, 2018) 2 . Principals coped by completing fewer observations than designated by policy or cutting observations short, and were unavailable to address teacher concerns (Donaldson & Woulfin, 2018;Stecher et al, 2018).…”

Section: Teacher Evaluation: Policy and Researchmentioning

confidence: 99%

“…Perhaps this is because even under the best conditions when principals were prepared and had the skills to do teacher evaluation well, they lacked time (Donaldson & Woulfin, 2018;Goldring et al, 2015;Kraft & Gilmour, 2016;Lavigne & Chamberlain, 2017;Stecher et al, 2018) 2 . Principals coped by completing fewer observations than designated by policy or cutting observations short, and were unavailable to address teacher concerns (Donaldson & Woulfin, 2018;Stecher et al, 2018). Principals spent more time writing their evaluations than observing teachers and providing teachers with rich feedback (Flores & Derrington, 2017).…”

Section: Teacher Evaluation: Policy and Researchmentioning

confidence: 99%

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Improving instructional practice through peer observation and feedback: A review of the literature

Ridge

Lavigne

2020

EPAA

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The Every Student Succeeds Act provides an opportunity for policymakers and researchers to revisit what is known about effective teacher evaluation practices to make better-informed decisions moving forward. Principals—responsible for implementing new teacher evaluation reforms and accommodating the demands to spend more time observing and providing feedback to teachers—are overworked. They have little time to provide high-quality feedback, and may lack important content-based expertise. With these considerations in mind, we explore the role of peer observation and feedback as a vehicle to move beyond high-stakes evaluation and re-center efforts on instructional improvement. Our systematic review of extant literature (n = 38 documents, 92% peer-reviewed empirical articles) indicates that peer observation and feedback is a promising practice for instructional improvement, but one that lacks sufficient evidence. Policy, thus, can encourage innovation and research around this practice so that peer observation and feedback models can be piloted and the most effective established, as well as strategies to tackle the biggest barriers schools, particularly U.S. schools face in implementing such a practice—time.

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Section: Teacher Evaluation: Policy and Researchmentioning

confidence: 99%

Section: Teacher Evaluation: Policy and Researchmentioning

confidence: 99%

Improving instructional practice through peer observation and feedback: A review of the literature

Ridge

Lavigne

2020

EPAA

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“…Our second step involved collecting and examining the prior research that led to the design of the two initiatives. We found the empirical evidence in program evaluation reports conducted by independent evaluators at the American Institutes for Research (Berger et al, 2013;Stecher et al, 2018). The data sources included the two program evaluation reports and the research studies cited within each report.…”

Section: Methodsmentioning

confidence: 99%

IES/NSF Pipeline-of-Evidence Protocol as Explanation for Successes and Failures of Gates Foundation Funded Initiatives

Schirmer¹

2020

INT J EDUC METHODOL

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This study was designed to investigate the applicability of the IES/NSF pipeline-of-evidence protocol in ascertaining why two notable educational initiatives spearheaded and financially supported by the Bill and Melinda Gates Foundation achieved or not the goal of improved academic outcomes for K-12 public school students. Our interest was not whether there is a sufficient body of high quality research evidence to support the two initiatives but whether the research considered by the Gates Foundation established the likelihood that the initiatives would be successful and worth the decision to dedicate substantial funding, time, and effort required for each versus the many competing programs seeking sponsorship. We found that in the case of Intensive Partnerships for Effective Teaching, foundational, efficacy, and effectiveness research were absent and the Gates foundation discontinued grant support because the initiative had not achieved the goal of improved high school graduation and college attendance among low-income minority students. In the case of Early College High School, we found empirical evidence was manifest at all but the effectiveness stage of the pipeline and the initiative continued to receive funding. Our findings support the importance of widening the net of methodologies that constitute a framework for elements needed to make predictions of effectiveness for any given intervention before investing in scale-up initiatives and the need for private foundations to be transparent in their decision-making process to enable others to scrutinize the research that informs the design of initiatives.

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“…Although P4P contracts based on a composite metric of teacher inputs and student performance have been used in a number of policy settings in the US (Im-berman, 2015;Stecher et al, 2018), such contracts have been relatively less studied in low-and middle-income countries. In their comprehensive review, Glewwe and Muralidharan (2016) discuss several evaluations of teacher incentives based on student test scores or attendance checks, but none based on a combination of both.…”

Section: Methodsmentioning

confidence: 99%

Recruitment, effort, and retention effects of performance contracts for civil servants: Experimental evidence from Rwandan primary schools

Zeitlin¹

2017

AEA Randomized Controlled Trials

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The Policy Research Working Paper Series disseminates the findings of work in progress to encourage the exchange of ideas about development issues. An objective of the series is to get the findings out quickly, even if the presentations are less than fully polished. The papers carry the names of the authors and should be cited accordingly. The findings, interpretations, and conclusions expressed in this paper are entirely those of the authors. They do not necessarily represent the views of the International Bank for Reconstruction and Development/World Bank and its affiliated organizations, or those of the Executive Directors of the World Bank or the governments they represent.

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Improving Teaching Effectiveness: Final Report: The Intensive Partnerships for Effective Teaching Through 2015–2016

Cited by 52 publications

References 0 publications

Improving instructional practice through peer observation and feedback: A review of the literature

Improving instructional practice through peer observation and feedback: A review of the literature

IES/NSF Pipeline-of-Evidence Protocol as Explanation for Successes and Failures of Gates Foundation Funded Initiatives

Recruitment, effort, and retention effects of performance contracts for civil servants: Experimental evidence from Rwandan primary schools

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