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ERIC Number: ED547604
Record Type: Non-Journal
Publication Date: 2012
Pages: 168
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2674-5478-2
ISSN: N/A
Assessing State Models of Value-Added Teacher Evaluations: Alignment of Policy, Instruments, and Literature-Based Concepts
Snyder, Jennifer E.; Hadfield, Timothy E.; Hutchison-Lupardus, Tammy R.
ProQuest LLC, Ed.D. Dissertation, Saint Louis University
This problem-based learning project addressed the need to improve the construction and implementation of value-added teacher evaluation policies and instruments. State officials are constructing value-added teacher evaluation models due to accountability initiatives, while ignoring the holes and problems in its implementation. The team's investigations addressed the degree to which the value-added teacher evaluation policies align with the teacher evaluation instruments and the degree to which both the policies and instruments align with the practices supported by the literature. The project addresses the alignment by using a discrepancy analysis. This project developed a knowledge base through reading literature, analyzing existing state policies related to teacher evaluation, and analyzing teacher evaluation instruments which utilize a value-added approach. The team identified gaps in alignment with value-added teacher evaluation methods, as currently used, by performing a discrepancy analysis through three components. The components consisted of developing a knowledge base through reading literature on the topic of value-added teacher evaluation, analyzing state teacher evaluation polices and legislation related to value-added evaluation, and gathering value-added teacher evaluation instruments from those states implementing this type of evaluation system. This analysis provided the team with an overview of the components of value-added evaluation. The team established a set of criteria for value-added teacher evaluation systems. They assessed each state's system and noted the alignment in suggested practices. The results of this analysis were then assembled into recommendations and outcomes for states and schools to utilize in the implementation of their value-added teacher evaluation models. The project determined although many states are beginning to implement value-added teacher evaluation instruments, there are alignment concerns between what the literature deems best practice and current practice. The project team identified eight components which if put into practice would strengthen the alignment of value-added teacher evaluation instruments, policies, and practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A