The Experts below are selected from a list of 324 Experts worldwide ranked by ideXlab platform
Morgaen L. Donaldson - One of the best experts on this subject based on the ideXlab platform.
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Rethinking Teacher Evaluation using human, social, and material capital
Journal of Educational Change, 2021Co-Authors: Morgaen L. Donaldson, William FirestoneAbstract:Teacher Evaluation’s relationship with instructional improvement is under-theorized in the literature. To address this gap, this paper uses a conceptual framework rooted in human, social, and material capital to analyze and synthesize findings from research conducted since 2009 on whether and under what conditions Teacher Evaluation stimulates change in Teachers’ instruction. We find that Teacher Evaluation can facilitate instructional improvement if evaluators understand teaching and the Teacher Evaluation system and Teachers and evaluators trust each other and have opportunities to develop social capital regarding instruction. In addition, adequate time and a userfriendly online data system appear to facilitate the use of Teacher Evaluation to stimulate changes in Teachers’ practice. This paper thus presents a theoretical framework, rooted in theory and empirical research, that may prove useful to scholars and practitioners.
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the new educational accountability understanding the landscape of Teacher Evaluation in the post nclb era
Education Finance and Policy, 2016Co-Authors: Matthew P Steinberg, Morgaen L. DonaldsonAbstract:AbstractIn the past five years, Teacher Evaluation has become a preferred policy lever at the federal, state, and local levels. Revisions to Teacher Evaluation systems have made Teachers individually accountable for student achievement to a greater extent than ever before. We describe and analyze the components, processes, and consequences embedded in new Teacher Evaluation policies in all fifty states, the twenty-five largest school districts, and Washington, DC. We contextualize these policies by basing our analysis in prior research on Teacher Evaluation, and examining key comparisons between state and district policies, including their treatment of Teachers in tested and untested subjects with career and beginning Teachers. We find notable differences in how states and the largest districts have structured Evaluation policies for all Teachers and, in particular, for early career Teachers compared with their more veteran counterparts, and for Teachers in nontested grades and subjects compared with thos...
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Teacher Evaluation Reform: Policy Lessons for School Principals
2014Co-Authors: Morgaen L. Donaldson, John P. PapayAbstract:Over the past five years, Teacher Evaluation reform has swept the United States. Almost every state in the nation has revised its Teacher Evaluation policies, leading to substantial changes in how Teacher Evaluation is designed and implemented in schools and districts. In many ways, principals occupy the key position in these new Evaluation reforms and their actions play a significant role in their success. What should school leaders know in order to manage the demands of new Evaluation systems and leverage them to improve teaching and learning in their schools? This brief summarizes what is known about the measures used in current Teacher Evaluation initiatives and offers concrete steps that principals can take to facilitate their success. Like all performance appraisal systems, Teacher Evaluation can serve at least two purposes. First, an Evaluation system can provide accountability through monitoring, ensuring that Teachers exert sufficient effort and follow specific standards and practices. It can also provide accountability by serving as a basis for rewarding or sanctioning Teachers based on their performance. With better information about Teacher performance, administrators can identify persistently low-performing Teachers and dismiss them or counsel them to resign, and provide monetary or other rewards to high-performing Teachers. Second, a strong Teacher Evaluation system can support Teacher instructional development, offering actionable feedback to Teachers about their practice and supporting them in improving their skills. Most Evaluation systems embody these dual purposes. In this article, we examine how three widely used measures in today’s Evaluation systems support the dual purposes of Teacher Evaluation: standards-based observations, value-added measures, and student learning objectives.
Orit Avidov-ungar - One of the best experts on this subject based on the ideXlab platform.
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Teacher Evaluation following reform: the Israeli perspective
Quality Assurance in Education, 2018Co-Authors: Orit Avidov-ungarAbstract:This study aims to examine Teachers’ perceptions of Teacher Evaluation (also known as Teacher appraisal). In Israel and elsewhere, Teacher Evaluation is a cornerstone of teaching quality assurance measures; however, detailed knowledge is lacking regarding how Teachers themselves perceive it in that context.,Semi-structured interviews were conducted with 22 state primary school Teachers. The data were analyzed thematically.,Four themes emerged from the interviews: how Teachers conceive of Teacher Evaluation; Teachers’ perceptions of how the Teacher Evaluation process should proceed; the advantages and disadvantages of the Teacher Evaluation process; and ways to increase the effectiveness of Teacher Evaluation. A further four themes emerged regarding the purposes of Evaluation from the Teachers’ perspective: judgment and control, dialogue, promotion and professional improvement. Overall, the Teachers interviewed perceived that their Evaluation serves summative control purposes far more than the formative professional improvement purposes for which the Evaluation policy was explicitly developed. On the basis of these and previous findings, a theoretical model of Teacher Evaluation and career development is proposed.,This qualitative study interviewed a relatively small number of Teachers. The findings suggest that Teacher Evaluation conducted to assure quality teaching should be more comprehensive and should take place throughout the school year.,This study is one of only very few to examine Teachers’ perceptions of Teacher Evaluation in detail.
Joseph Michael Abramo - One of the best experts on this subject based on the ideXlab platform.
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Teacher Evaluation in Music - Introduction: Teacher Evaluation and Music Teachers
Teacher Evaluation in Music, 2019Co-Authors: Cara Faith Bernard, Joseph Michael AbramoAbstract:This introduction provides a rationale for why music Teachers should engage in Teacher Evaluation. First, it names some concerns music Teachers have with Teacher Evaluation to help them understand and address these challenges and avoid negative experiences. These include concerns that Teacher Evaluation systems are applied to teaching in general and are not specific to music; that evaluators often do not have backgrounds in music teaching and therefore do not have the expertise to evaluate music Teachers or provide valuable feedback; that music Teachers receive mixed messages about what is good teaching from evaluators; and that music Teachers do not receive sufficient time and attention from evaluators to implement effective Teacher Evaluation. To address these frustrations, the introduction provides a rationale for working past them and using Teacher Evaluation to improve Teacher practice and professional growth.
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Teacher Evaluation in Music - Teacher Evaluation: History, Policy, and Practice
Teacher Evaluation in Music, 2019Co-Authors: Cara Faith Bernard, Joseph Michael AbramoAbstract:This chapter provides a background on laws and policies related to Teacher Evaluation in the United States. This background might help music Teachers navigate Teacher Evaluation systems and avoid misunderstanding evaluators’ motivations and pressures. First, the chapter provides a brief history of federal and state education law and education policy. This history is presented as a series of four phases, each aimed to standardize public education. These phases move from evaluating standards through student performance and standardized tests to Teacher performance and quality through instructional practice. Second, there is an investigation of how history and policy have led to tensions, disagreements, and contradictions within Teacher Evaluation processes and policies. Finally, the chapter describes how these tensions have resulted in the common characteristics of Teacher Evaluation systems found throughout the country. By understanding this background and history, music Teachers may begin to actively and constructively participate in Teacher Evaluation.
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Teacher Evaluation in Music
2019Co-Authors: Cara Faith Bernard, Joseph Michael AbramoAbstract:Facing an “age of accountability,” Teachers are subject to increasing Evaluation and scrutiny from school administrators, politicians, and the public. This book provides music Teachers with strategies to help them thrive in Teacher Evaluation amid this increased scrutiny. Embedded in educational research and theory and explained using real-world teaching situations, this book helps music Teachers find balance between advocating for themselves and remaining open to feedback. The introduction provides background on Teacher Evaluation systems, including commonly found components and requirements. Chapter 1 details a brief history of Teacher Evaluation policies and laws in the United States. Chapter 2 provides a framework to help music Teachers successfully use Teacher Evaluation to spark professional growth. Chapters 3 through 6 delve into four key areas that music Teachers often struggle with in order to prepare them for observations and discussions with evaluators and improve practice: questioning strategies, differentiation, literacy, and assessment. At the end of each of these chapters are sample lesson plans that demonstrate ways to implement these pedagogical strategies in music classrooms. The final chapter discusses how to talk to evaluators. It explores how music Teachers might inform evaluators about the unique challenges and strategies in music education while also remaining open to feedback. It discusses how to talk to both music and non-music evaluators, including those who are poor communicators and those who might not provide sound advice on teaching. Finally, the postlude reminds readers of the importance of approaching Teacher Evaluation as a means for reflection and professional growth.
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Teacher Evaluation in Music - Developing a Mindset to Succeed in Teacher Evaluation Systems
Teacher Evaluation in Music, 2019Co-Authors: Cara Faith Bernard, Joseph Michael AbramoAbstract:This chapter discusses some of the common problems music Teachers have with Teacher Evaluation and provides an overall framework or approach that can help music Teachers overcome them. This framework can help Teachers develop the best mindset and strategies when working through these common challenges. Music Teachers commonly mention that the criteria for Teacher Evaluation are not applicable to music teaching and that non-music evaluators do not provide useful feedback. The framework requires Teachers to distinguish between what are commonly called “content knowledge,” “general pedagogical knowledge,” and “pedagogical content knowledge.” In doing this, music Teachers might balance advocating for themselves with having an openness to critique and improving as professionals. Through this balance, music Teachers can use Teacher Evaluation to not just survive but also thrive, to successfully advocate for their teaching, and to grow professionally.
Clarin Collins - One of the best experts on this subject based on the ideXlab platform.
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Putting Teacher Evaluation systems on the map: An overview of states' Teacher Evaluation systems post–Every Student Succeeds Act
education policy analysis archives, 2020Co-Authors: Kevin Close, Audrey Amrein-beardsley, Clarin CollinsAbstract:The Every Students Succeeds Act (ESSA) loosened the federal policy grip over states’ Teacher accountability systems. We present information, collected via surveys sent to state department of education personnel, about all states’ Teacher Evaluation systems post–ESSA, while also highlighting differences before and after ESSA. We found that states have decreased their use of growth or value-added models (VAMs) within their Teacher Evaluation systems. In addition, many states are offering more alternatives for measuring the relationships between student achievement and Teacher effectiveness besides using test score growth. State Teacher Evaluation plans also contain more language supporting formative Teacher feedback. States are also allowing districts to develop and implement more unique Teacher Evaluation systems, while acknowledging challenges with states’ being able to support varied systems, as well as incomparable data across schools and districts in effect.
James Wyckoff - One of the best experts on this subject based on the ideXlab platform.
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is effective Teacher Evaluation sustainable evidence from dcps
Education Finance and Policy, 2019Co-Authors: Thomas S Dee, Jessalynn James, James WyckoffAbstract:Ten years ago, many policy makers viewed the reform of Teacher Evaluation as a highly promising mechanism to improve Teacher effectiveness and student achievement. Recently, that enthusiasm has dim...
