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ERIC Number: EJ1018910
Record Type: Journal
Publication Date: 2014-Feb
Pages: 40
Abstractor: As Provided
Reference Count: 90
ISBN: N/A
ISSN: ISSN-0002-8312
How Teacher Evaluation Methods Matter for Accountability: A Comparative Analysis of Teacher Effectiveness Ratings by Principals and Teacher Value-Added Measures
Harris, Douglas N.; Ingle, William K.; Rutledge, Stacey A.
American Educational Research Journal, v51 n1 p73-112 Feb 2014
Policymakers are revolutionizing teacher evaluation by attaching greater stakes to student test scores and observation-based teacher effectiveness measures, but relatively little is known about why they often differ so much. Quantitative analysis of thirty schools suggests that teacher value-added measures and informal principal evaluations are positively, but weakly, correlated. Qualitative analysis suggests that some principals give high value-added teachers low ratings because the teachers exert too little effort and are "lone wolves" who work in isolation and contribute little to the school community. The results suggest that the method of evaluation may not only affect which specific teachers are rewarded in the short term, but shape the qualities of teacher and teaching students experience in the long term.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida