In the past, educator evaluation systems provided limited information on successful teaching and learning. Evaluation systems are now including a wide range of ways to measure how educators impact students. The Institute of Education Sciences has released several studies this year that explore these changes and provide information about how states and districts are evaluating teachers and principals. The full text of these peer-reviewed studies can be found in ERIC. This research can help answer the following questions:
• How do multiple measures help to distinguish teaching performance? Two studies address this subject: Properties of the Multiple Measures in Arizona’s Teacher Evaluation Model and Professional Practice, Student Surveys, and Value-Added: Multiple Measures of Teacher Effectiveness in the Pittsburgh Public Schools.
• What do teachers and principals think about evaluations that incorporate multiple measures? See the report Principal and Teacher Perceptions of Implementation of Multiple-Measure Teacher Evaluation Systems in Arizona.
• Does adding student and teacher survey measures, such as instructional climate and quality of professional development, improve principal evaluation? See The Utility of Teacher and Student Surveys in Principal Evaluations: An Empirical Investigation.
• To what extent have states carried out educator evaluation requirements that are aligned with Race to the Top policies? See the report State Requirements for Teacher Evaluation Policies Promoted by Race to the Top.
• How are some states using Student Learning Objectives, which teachers set to measure student performance, to evaluate teacher impact on student learning? See How States Use Student Learning Objectives in Teacher Evaluation Systems: A Review of State Websites.
• What are the experiences of several school districts in selecting, designing and using alternative growth measures to assess teacher performance? Review the study Alternative Student Growth Measures for Teacher Evaluation: Profiles of Early-Adopting Districts.
• How are school districts implementing the Teacher Incentive Fund program to measure educator effectiveness, provide extra pay to effective teachers, and provide professional development to teachers on educator effectiveness? See the study Evaluation of the Teacher Incentive Fund: Implementation and Early Impacts of Pay-for-Performance after One Year.
For even more research on teacher evaluation, see ERIC’s growing collection of peer-reviewed, full-text resources. Currently, there are more than 80 full-text articles and reports published in the last 5 years on this topic.
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