NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: ED545232
Record Type: Non-Journal
Publication Date: 2014-Jul
Pages: 54
Abstractor: As Provided
Reference Count: 12
ISBN: N/A
ISSN: N/A
Professional Practice, Student Surveys, and Value-Added: Multiple Measures of Teacher Effectiveness in the Pittsburgh Public Schools. REL 2014-024
Chaplin, Duncan; Gill, Brian; Thompkins, Allison; Miller, Hannah
Regional Educational Laboratory Mid-Atlantic
Responding to federal and state prompting, school districts across the country are implementing new teacher evaluation systems that aim to increase the rigor of evaluation ratings, better differentiate effective teaching, and support personnel and staff development initiatives that promote teacher effectiveness and ultimately improve student achievement. Pittsburgh Public Schools (PPS) has been working for the last several years to develop richer and more-comprehensive measures of teacher effectiveness in support of a larger effort to promote effective teaching. In partnership with PPS, REL Mid-Atlantic collected data from Pittsburgh on three different types of teacher performance measures: professional practice measures derived from the Danielson Framework for Teaching; Tripod student survey measures; and value-added measures designed to assess each teacher's contribution to student achievement growth. The study found that each of the three types of measures has the potential to differentiate the performance levels of different teachers. Moreover, the three types of measures are positively but modestly correlated with each other, suggesting that they are valid and complementary measures of teacher effectiveness and that they can be combined to produce a measure that is more comprehensive than any single measure. School-level variation in the ratings on the professional practice measure, however, suggests that different principals may have different standards in assigning ratings, which in turn suggests that the measure might be improved by using more than one rater of professional practice for each teacher. Five appendices present: (1) Descriptions of the three teacher evaluation measures; (2) Detailed tables; (3) Principal components analyses; (4) Correlating the Research-based Inclusive System of Evaluation and 7Cs ratings with partly concurrent value-added measure estimates; and (5) Checking Research-based Inclusive System of Evaluation ratings within and between schools. [This report was prepared for the Institute of Education Sciences (IES) by Regional Educational Laboratory Mid-Atlantic administered by ICF International.]
Regional Educational Laboratory Mid-Atlantic. 11785 Beltsville Drive Suite 300, Calverton, MD 20705. Tel: 301-572-0889; Tel: 866-735-6239; e-mail: info@relmidatlantic.org; Web site: http://www.relmidatlantic.org
Publication Type: Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Regional Educational Laboratory Mid-Atlantic (ED)
Identifiers - Location: Pennsylvania
IES Funded: Yes
Grant or Contract Numbers: ED-IES-12-C-0006