Download Designing teacher evaluation systems : new guidance from the by Thomas Kane, Kerri Kerr, Robert Pianta PDF

By Thomas Kane, Kerri Kerr, Robert Pianta

Definitive learn for significant instructor reviews All throughout the US, in city, suburban, and rural faculties, instructor overview approaches are much-debated. assessment strategies for lecturers have different through the years, and the usefulness of these methods to enhance and investigate the standard of a teacher's guideline has been questionable and infrequently non-existent. Designing instructor assessment structures, New Guidance Read more...

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what's powerful educating? It s no longer sufficient to assert i do know it while I see it no longer once we re watching for much more from scholars and lecturers than long ago. to aid lecturers achieve Read more...

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Factors examined include teacher characteristics, classroom composition, rater effects, and school level factors. These factors are further discussed in the following subsection. 3. Do observation scores predict student achievement gains differently by grade level? Put another way, are the observation instruments aligned with student test score gains differentially across grades? The differential alignment of observation scores with student test score gains also has implications for how the measures should be used.

Boyd, D. , & Lankford, H. (2010). Measure for measure: The relationship between measures of instructional practice in middle school English language arts and teachers’ value-added scores (No. w16015). Washington, DC: National Bureau of Economic Research. Harris, D. , & Sass, T. R. (2009, September). What makes for a good teacher and who can tell? CALDER Working Paper No. 30. Jacob, B. , & Lefgren, L. (2008). Can principals identify effective teachers? Evidence on subjective performance evaluation in education.

In addition, grade-level differences exist for all dimensions of every instrument we analyzed. Research Question 2: Do Teacher Characteristics, Classroom Composition, Rater Effects, or Unobserved School Effects Account for Grade-Level Differences? Here we examine how the results change when potential explanatory variables are added to the analysis. Because the grade-level differences are strongest in Hillsborough County, and because our data for the control variables are the most complete in this district, we restricted the analysis sample to Hillsborough.

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