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ERIC Number: ED567738
Record Type: Non-Journal
Publication Date: 2016
Pages: 10
Abstractor: ERIC
Reference Count: 4
ISBN: N/A
ISSN: N/A
Teacher Evaluation in Practice: Exploring Relationships between School Characteristics & Evaluation Scores
Sporte, Susan E.; Jiang, Jennie Y.; Luppescu, Stuart
Society for Research on Educational Effectiveness
Decades of research evidence have consistently suggested teachers are the most important in-school factor related to student learning and achievement. Being taught by an effective teacher has important consequences for students' academic outcomes as well as longer-term impacts on postsecondary success and lifetime earnings. Yet how to measure effective teaching, how to develop effective teachers, and how to ensure that all students have access to highly effective teaching continue to be some of the most persistent challenges facing local, state, and federal education policymakers. New teacher evaluation systems are providing a proliferation of new data on teachers that is intended to be used for both accountability and to support teachers in adjusting and improving their instructional practice. In Chicago, over the course of only a few years, district leaders and teachers have moved from an annual checklist conveying essentially no data on teacher performance to multiple classroom observations and measures of student growth that generate detailed reports with multiple pages of ratings. This paper shares findings from the following research questions about Chicago's new teacher evaluation system: (1) What is the distribution of observation and value-added ratings across schools?; (2) To what extent are evaluation scores related to school characteristics such as school poverty level, racial composition, measures of culture, and climate? Are these relationships different for value-added and observation scores?; and (3) Are evaluation scores related to teacher characteristics such as experience or certification? In addition to these questions, the authors share insights into their research-practice partnerships with both the district and the Chicago Teachers Union. Tables and figures are appended. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.]
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)
Identifiers - Location: Illinois (Chicago)
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001; Race to the Top