Lower Performance Evaluation Practice Ratings for Teachers of Disadvantaged Students

Milanowski, Anthony

doi:10.1177/2332858416685550

Cited by 13 publications

(15 citation statements)

References 88 publications

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“…Since new teachers are more likely to be assigned less advantaged students and more students of color relative to their colleagues (Clotfelter, Ladd, & Vigdor, 2005; Feng, 2010), it follows then that new teachers are at risk of being perceived as less effective in classroom observation due to the additional challenges and learning needs of their students. Milanowski (2017) identifies lower observation scores in classes with disadvantaged students and suggests a number of potential explanations for this phenomenon: evaluator bias, deficiencies in the observation tool, and true differences in difficulty associated with working with high-needs students. Similarly, Campbell and Ronfeldt (2018) also find that teachers whose classrooms include high concentrations of students of color and low-performing students receive significantly lower observation ratings that are not due to actual differences in teacher quality.…”

Section: Related Literaturementioning

confidence: 98%

Grading Teachers: Race and Gender Differences in Low Evaluation Ratings and Teacher Employment Outcomes

Drake

Auletto

Cowen

2019

American Educational Research Journal

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In July 2011, the State of Michigan adopted a broad set of teacher labor market reforms, including a high-stakes evaluation system designed in part to remove low-performing teachers. We examine the characteristics of teachers rated as “minimally effective” and “ineffective,” as well as their schools, and the relationship between low effectiveness ratings and later employment outcomes. Results suggest teachers of color across traditional and charter schools are more likely to receive low effectiveness ratings than their within-school peers. These low rating risks are higher for teachers of color working in comparatively White-faculty contexts. Male and novice teachers are also rated low more frequently, and important differences appear to exist in the usage of low ratings by traditional public and charter schools.

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Section: Related Literaturementioning

confidence: 98%

Grading Teachers: Race and Gender Differences in Low Evaluation Ratings and Teacher Employment Outcomes

Drake

Auletto

Cowen

2019

American Educational Research Journal

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“…But the staff may be heroic in the face of daily challenges. (p. 8) Following Milanowski ( 2017 ), we suggest scoring highly on observation frameworks in disadvantaged contexts may simply be more difficult due to the challenges inherent in these contexts. This is not to say that teachers in disadvantaged schools cannot deliver quality teaching, but that the contexts add additional challenges to doing so.…”

Section: Discussionmentioning

confidence: 89%

“…Currently, many different frameworks compete (Coe et al, 2014 ; Martinez et al, 2016 ) and there is no consensus on what should be included in such a framework. Furthermore, accumulating evidence indicates that context and observer biases may influence a teacher’s evaluation score (Milanowski, 2017 ). Nevertheless, Coe et al ( 2014 ) suggest that classroom observations, when conducted by specifically trained observers, offer levels of reliability for measuring teaching quality that are acceptable for low-stakes purposes.…”

Section: Defining and Measuring Quality Teachingmentioning

confidence: 99%

Do disadvantaged schools have poorer teachers? Rethinking assumptions about the relationship between teaching quality and school-level advantage

2021

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Improving educational performance, including narrowing equity gaps, is frequently touted as a matter of improving the quality of teachers in the lowest performing, often disadvantaged, schools. However, the assumption that teaching is of poorer quality in disadvantaged schools is largely unsubstantiated. Using the Quality Teaching Model of pedagogy, we observed 832 lessons in 193 New South Wales primary schools and found a small relationship between teaching quality and school-level advantage. However, when 174 teachers from across the school spectrum participated in Quality Teaching Rounds we found equivalent, and substantial, gains in teaching quality across all levels of school advantage. This result indicates that differences in teaching quality are less a reflection of teacher capabilities than of the challenging circumstances in disadvantaged schools. We argue that policies seeking more equitable achievement should address wider social inequities, rather than unfairly blaming teachers for being unable to level an unequal playing field.

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“…The observation was performed to provide information regarding the teachers' performance in the classroom, as most of the main aspects of teaching are displayed through their interaction with the students in classroom activities (OECD, 2013;Elliott, 2015). It could be performed using an assessment rubric to generate the structure in developing consistency of evaluators and reduce subjectivity in the evaluation results (Milanowski, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…Teachers' performance was also evaluated to complete the observation together with the shreds of evidence, such as lesson plans and children's learning outcomes (Milanowski, 2017). Following the data collection, the evaluators reviewed and interpreted the evidence through the comparison with the assessment rubric.…”

Section: Discussionmentioning

confidence: 99%

Agreement Levels of Kindergarten Principals and Teachers to Determine Teaching Competencies and Performance

Utami¹,

Pranoto²,

Latiana³

et al. 2021

EUROPEAN J ED RES

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This research aimed to analyze the levels of agreement between kindergarten teachers and principals in identifying the assessment of teachers' teaching competencies and performance. The study was designed under a quantitative approach using a survey. It implemented a non-probability sampling technique with purposive sampling. The sample of the population comprised of 173 kindergarten teachers and 101 principals in Semarang District, Indonesia, or a total of 274 respondents. The data were collected through a questionnaire and analyzed using Cohen's Kappa coefficient to measure the levels of agreement between raters and Pearson Chi-Square test was also utilized to determine the differences in perceptions among principals and teachers. The findings showed that the levels of agreement between raters were averagely in the no agreement category, implying the existence of differences in perceptions among teachers and principals. The involvement of a multi-rater strategy in such research is a rare effort, especially for the Early Childhood Education (ECE) level in Indonesia. Researches regarding teaching competencies and performance generally only involve single rater, either teachers or principals who judge themselves on their competencies and performance, thus the results tend to be subjective. In conclusion, the assessment of teaching competencies with the relation of cognitive abilities was conducted through a test that considered subjective questions and case analysis to evaluate the teachers' skills based on their performance and self-description. Both personal and social assessments utilized self-assessment forms or autobiographies, which were completed with specific themes. Meanwhile, the performance assessment was observed with the assessment rubric and comparison with the learning process performed by an individual educator.

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Lower Performance Evaluation Practice Ratings for Teachers of Disadvantaged Students

Cited by 13 publications

References 88 publications

Grading Teachers: Race and Gender Differences in Low Evaluation Ratings and Teacher Employment Outcomes

Grading Teachers: Race and Gender Differences in Low Evaluation Ratings and Teacher Employment Outcomes

Do disadvantaged schools have poorer teachers? Rethinking assumptions about the relationship between teaching quality and school-level advantage

Agreement Levels of Kindergarten Principals and Teachers to Determine Teaching Competencies and Performance

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