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ERIC Number: ED533045
Record Type: Non-Journal
Publication Date: 2007
Pages: 20
Abstractor: ERIC
Reference Count: 0
Observations of Teachers' Classroom Performance
Milanowski, Anthony T.; Prince, Cynthia D.; Koppich, Julia
Center for Educator Compensation Reform
Advantages of using classroom observation as another measure of teacher performance include: (1) It is applicable to jobs where performance measures based on outcomes are hard to develop or where outcomes cannot be assigned to an individual person; (2) It ensures that important aspects of performance that go beyond measured outcomes, such as how the outcomes are achieved, are taken into account; (3) It focuses on aspects of performance most likely to be in employees' control--their own behavior--which helps teachers understand the connection between their performance and their pay; (4) It gives employees credit for their efforts when circumstances outside their control prevent achieving success, as defined by student test scores or other outcome measures; and (5) It can provide formative feedback to employees on what they can do to achieve important outcomes (e.g., behaviors, task strategies). Because of these strengths, most organizations, including educational organizations, will want to use both outcome-based performance measures and classroom observations in their efforts to improve educator performance and hold educators accountable. Most organizations already have a formal performance evaluation system, and therefore this module does not cover the basics of setting up these systems--books by Danielson and McGreal and by Stronge and Tucker provide basic information on system design. Rather, this article is a guide for using observations of educator performance as a basis for educator compensation. (Contains 1 footnote, 3 exhibits and 17 endnotes.)
Center for Educator Compensation Reform. Tel: 888-202-1513; e-mail:; Web site:
Publication Type: Guides - Non-Classroom; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: Center for Educator Compensation Reform (CECR)