Ten years later: Findings from a replication of a study of teacher evaluation practices in our 100 largest school districts

Loup, Karen S.; Garland, Joanne S.; Ellett, Chad D.; Rugutt, John K.

doi:10.1007/bf00124986

Cited by 57 publications

(30 citation statements)

References 5 publications

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“…Principals/administrators lack training in evaluating teachers (Loup et al 1996) and they rarely give teachers negative evaluations in order to avoid conflict despite the national focus on teacher quality (Tucker 1997). In 1999, California instituted the Peer Assistance and Review (PAR) program to involve teachers identified for excellence as "consulting teachers" (CT).…”

Section: Peer Assistance and Reviewmentioning

confidence: 99%

Teachers matter: Measures of teacher effectiveness in low-income minority schools

Mangiante

2010

Educ Asse Eval Acc

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Teachers make a difference in student academic growth. Students from low-income, minority communities attend schools with less resources and less qualified teachers than students in wealthier communities. The Race to the Top (RTTT) policy by the U.S. Department of Education has attempted to address the achievement gap based on SES and the disparity in the quality of teachers between communities. The policy stipulates that teacher effectiveness be determined, in significant part, by student growth measures and supplemented with multiple observation-based assessments. The emphasis placed on student outcomes to indicate teacher effects has served to link teacher evaluations with teacher effectiveness. This review article examines the reported benefits and critical responses to the use of a prominent student growth measure, the Education ValueAdded Assessment System (EVAAS), in terms of its implementation as an evaluation tool of teacher effectiveness in low-income, minority schools. Models of observational teacher evaluations, taking into consideration common attributes of effective teachers in low-income schools, are presented as supplemental measures to provide more in-depth information to interpret value-added analyses and to minimize possible misinterpretation of student growth data or the misclassification of teachers' effectiveness for teachers in low-income schools. Information obtained from a combination of evaluation measures can be used to identify both effective and ineffective teachers, to target areas in need of improvement to increase teacher effectiveness, and to make decisions concerning the equitable distribution of effective teachers, especially for students who are most in need.

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Section: Peer Assistance and Reviewmentioning

confidence: 99%

Teachers matter: Measures of teacher effectiveness in low-income minority schools

Mangiante

2010

Educ Asse Eval Acc

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“…found little change (Loup et al 1997). A similar situation to the one described in USA can be identified in most countries where summative teacher evaluation systems exist (Kyriakides and Campbell 2003).…”

mentioning

confidence: 64%

Introducing a Teacher Evaluation System Based on Teacher Effectiveness Research: An Investigation of Stakeholders’ Perceptions

Kyriakidēs

Demetriou

2007

J Pers Eval Educ

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Teacher Effectiveness Research (TER) could be a foundation upon which a valid teacher evaluation system could be built. However, even a technically exceptional evaluation system may be doomed to fail if the political dynamics that influence its implementation are not examined. This study examines the extent to which a proposed teacher evaluation system based on TER is possible to gain acceptance from the main stakeholders of the Cypriot educational system. The extent to which stakeholders' reactions to the proposed system are associated with their personal interests and concerns is also investigated. Both groups recognized that TER could be a foundation upon which a valid teacher evaluation system could be built but were critical of suggestions that might reduce their professional power. In order to reach consensus, policy makers should establish procedures to ensure a clear understanding among stakeholders of both the theoretical assumptions of the proposed system and the type of concerns that stakeholders might have against change.

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“…The system in place in the Santa Monica Unified School District exemplifies a common model in small and mid-size districts in the U.S., where detailed rubrics are available to guide standardized observation, but school principals are given ample discretion to implement them in the field, and use them to provide feedback to teachers (Ellett & Garland, 1987;Loup et al, 1996). This is also the more common approach internationally, if compared to the largescale standardized observation systems emerging in recent years in the United States.…”

Section: Contextual Information On the Sample Of Classroom Observatiomentioning

confidence: 96%

Classroom observation for evaluating and improving teaching: An international perspective

Martinez

Taut

Schaaf

2016

Studies in Educational Evaluation

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Ten years later: Findings from a replication of a study of teacher evaluation practices in our 100 largest school districts

Cited by 57 publications

References 5 publications

Teachers matter: Measures of teacher effectiveness in low-income minority schools

Teachers matter: Measures of teacher effectiveness in low-income minority schools

Introducing a Teacher Evaluation System Based on Teacher Effectiveness Research: An Investigation of Stakeholders’ Perceptions

Classroom observation for evaluating and improving teaching: An international perspective

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