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Full-Text Articles in Education

Nepc Review: Making A Difference: Six Places Where Teacher Evaluation Systems Are Getting Results (National Council On Teacher Quality, October 2018), Amy N. Farley, Leah Chamberlain Dec 2018

Nepc Review: Making A Difference: Six Places Where Teacher Evaluation Systems Are Getting Results (National Council On Teacher Quality, October 2018), Amy N. Farley, Leah Chamberlain

National Education Policy Center

A report from the National Council on Teacher Quality (NCTQ) highlights six teacher evaluation systems claimed to be “yielding substantial benefits.” This comes at the end of a decade when reformed teacher evaluation systems that link teacher performance to measures of student growth have been at the center of educational debate. Disagreements range from the theoretical (e.g., is teacher quality fundamentally related to inequalities in student outcomes?) to technical (e.g., which measures should be included and how should they be defined?) to practical (e.g., how should ratings be used for personnel decisions?). Overall, the research regarding teacher ...


Nepc Review: Making A Difference: Six Places Where Teacher Evaluation Systems Are Getting Results (National Council On Teacher Quality, October 2018), Amy N. Farley, Leah Chamberlain Dec 2018

Nepc Review: Making A Difference: Six Places Where Teacher Evaluation Systems Are Getting Results (National Council On Teacher Quality, October 2018), Amy N. Farley, Leah Chamberlain

National Education Policy Center

A report from the National Council on Teacher Quality (NCTQ) highlights six teacher evaluation systems claimed to be “yielding substantial benefits.” This comes at the end of a decade when reformed teacher evaluation systems that link teacher performance to measures of student growth have been at the center of educational debate. Disagreements range from the theoretical (e.g., is teacher quality fundamentally related to inequalities in student outcomes?) to technical (e.g., which measures should be included and how should they be defined?) to practical (e.g., how should ratings be used for personnel decisions?). Overall, the research regarding teacher ...


A Multiple Case Study Examining Instructional Coaching And Reflective Practices Through Video-Based Feedback Systems, Dennis Dotterer Aug 2018

A Multiple Case Study Examining Instructional Coaching And Reflective Practices Through Video-Based Feedback Systems, Dennis Dotterer

Doctoral Dissertations and Projects

The purpose of this qualitative multi-case study was to examine the use of video-based instructional feedback models for three primary participants in a rural southern district. This qualitative study built upon the constructivist foundations of Mezirow’s transformative learning theory and Kegan’s constructive developmental theory, specifically connections to “ways of knowing” as it explored how the use of technology in teacher observations enhance adult learning and practice through enhanced reflection. This qualitative multi-case study sought to explain educators use video-based feedback to enhance teacher efficacy within the processes of instructional supervision. The focal participant of this study was one ...


State-Level Assessments And Teacher Evaluation Systems After The Passage Of The Every Student Succeeds Act: Some Steps In The Right Direction, Kevin Close, Audrey Amrein-Beardsley, Clarin Collins Jun 2018

State-Level Assessments And Teacher Evaluation Systems After The Passage Of The Every Student Succeeds Act: Some Steps In The Right Direction, Kevin Close, Audrey Amrein-Beardsley, Clarin Collins

National Education Policy Center

Federally mandated standardized testing (i.e., in core subject areas and certain grade levels), as an element of educational accountability, began in 2002 with the No Child Left Behind Act. With that step, large-scale assessments came to serve as one of the foundations of accountability-based systems and policies not only for districts, schools and students, but for teachers as well.

Yet, as a result of identified weaknesses of such practices, especially at the student and teacher levels, Congress passed the 2015 Every Student Succeeds Act (ESSA). The new law reduced federal oversight and gave states more control over their state ...


Nepc Review: 2018 State Teacher Policy Best Practices Guide (National Council On Teacher Quality, March 2018), Marilyn Cochran-Smith, Elizabeth Stringer Keefe, Wen-Chia Chang, Molly Cummings Carney May 2018

Nepc Review: 2018 State Teacher Policy Best Practices Guide (National Council On Teacher Quality, March 2018), Marilyn Cochran-Smith, Elizabeth Stringer Keefe, Wen-Chia Chang, Molly Cummings Carney

National Education Policy Center

A report from NCTQ begins with nine goals purportedly based on the “best available research evidence” about teacher quality. Yet neither this report nor its companion, which describes the original development of the goals, cites any research evidence. The report also uses the terms “teacher quality” and “teacher effectiveness” (on raising test scores) interchangeably. The report assumes reader buy-in to its goals, to its focus on test scores, and to its assumption that “great teachers” have an “outsize impact” on students’ learning and lives. Grounded in these assumptions, the report highlights examples of “leading state work” in 37 policy areas ...


Evaluating And Supporting Teacher Practice Of Formative Assessment: Assessing Posing, Pausing, And Probing Moves, Carrie Holmberg, Brent Duckor Apr 2018

Evaluating And Supporting Teacher Practice Of Formative Assessment: Assessing Posing, Pausing, And Probing Moves, Carrie Holmberg, Brent Duckor

Faculty Publications

Decades of research supports that teacher engagement in formative assessment (FA) can powerfully impact student learning outcomes (Black & Wiliam, 1998; Hattie, 2009, 2012). Yet less is known about teacher development of FA skills on a continuum of practice. This empirical study designed, piloted, and examined test content validity of a performance-based assessment of teachers’ FA practice related to questioning “moves” in the context of six multilingual high needs middle school mathematics classrooms. Qualitative comparative analysis of triangulated evidence of teachers’ planning for, enacting, and reflecting on posing, pausing, and probing “moves” found differences among teachers’ probing in particular, related to their planning ...


Special And General Education Teachers’ Assessment Of Their Participation In A Peer Assistance And Review (Par) Program, Alexandre Lopes Mar 2018

Special And General Education Teachers’ Assessment Of Their Participation In A Peer Assistance And Review (Par) Program, Alexandre Lopes

FIU Electronic Theses and Dissertations

Traditional teacher evaluation systems have failed to (a) show variations in teacher effectiveness, (b) determine teachers’ professional development needs, and (c) align evaluation of teacher effectiveness with compensation, retention, and dismissal. Furthermore, traditional teacher evaluation systems have failed to establish teaching practices that positively affect student learning - an issue of critical importance for students with disabilities.

The literature indicates that Peer Assistance and Review (PAR), grounded in social network theory, is regarded by many as a viable option to compensate for the disadvantages of traditional teacher evaluation systems. PAR has the potential to provide (a) frequent and meaningful observations, (b ...