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ERIC Number: ED520729
Record Type: Non-Journal
Publication Date: 2009-Oct
Pages: 24
Abstractor: ERIC
Reference Count: 13
ISBN: N/A
ISSN: N/A
Determining Processes That Build Sustainable Teacher Accountability Systems. TQ Research & Policy Brief
Steiner, Lucy
National Comprehensive Center for Teacher Quality
The National Comprehensive Center for Teacher Quality asked Public Impact to conduct a study exploring the change processes in the creation and implementation of teacher evaluation systems. This TQ Research & Policy Brief provides an overview of Public Impact's preliminary findings as they relate to the impetus for change and the political and policy context in which such change occurs. In late 2008, the Public Impact study team conducted semistructured interviews with district personnel and state department of education officials who had participated in efforts to improve teacher evaluation--or, in the case of New York City, teacher tenure systems. The study team conducted phone interviews with representatives from three school districts (Chicago Public Schools, Denver Public Schools, and the New York City Department of Education) and three state education agencies (Minnesota Department of Education, Ohio State Board of Education, and South Carolina Department of Education). Although there are relevant differences in district and state efforts to improve teacher evaluation systems, there also are lessons learned that cut across all districts and states included in this study. The examples and lessons offered here are designed to be useful to district and state officials who are engaged in efforts to improve teacher accountability systems or who are considering changes to their existing systems. Individual Site Descriptions are appended. (Contains 6 tables, 7 resources and 2 footnotes.)
National Comprehensive Center for Teacher Quality. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 877-322-8700; Fax: 202-223-8939; e-mail: tqcenter@air.org; Web site: http://www.tqsource.org
Publication Type: Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: National Comprehensive Center for Teacher Quality
Identifiers - Location: Colorado; Illinois; Minnesota; New York; Ohio; South Carolina