ERIC Number: EJ1063556
Record Type: Journal
Publication Date: 2015-Jun
Abstractor: As Provided
Reference Count: 24
Examining Teacher Effectiveness Using Classroom Observation Scores: Evidence from the Randomization of Teachers to Students
Garrett, Rachel; Steinberg, Matthew P.
Educational Evaluation and Policy Analysis, v37 n2 p224-242 Jun 2015
Despite policy efforts to encourage multiple measures of performance in newly developing teacher evaluation systems, practical constraints often result in evaluations based predominantly on formal classroom observations. Yet there is limited knowledge of how these observational measures relate to student achievement. This article leverages the random assignment of teachers to classrooms from the Measures of Effective Teaching (MET) study to identify teacher effectiveness using scores from the Framework for Teaching (FFT) instrument, one of the most widely used classroom observation protocols. While our evidence suggests that teacher performance, as measured by the FFT, is correlated with student achievement, noncompliance with randomization and the modest year-to-year correlation of a teacher's FFT scores constrain our ability to causally identify effective teachers. Implications for policy and practice are discussed.
Descriptors: Teacher Effectiveness, Classroom Observation Techniques, Evidence, Teacher Evaluation, Teacher Placement, Evaluation Methods, Correlation, Academic Achievement, Educational Policy, Educational Quality, Scores, Student Characteristics, Compliance (Legal), Protocol Analysis, Protocol Materials, Outcome Measures, Grade 4, Grade 5, Grade 6, Grade 7, Grade 8
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4; Intermediate Grades; Elementary Education; Grade 5; Middle Schools; Grade 6; Grade 7; Junior High Schools; Secondary Education; Grade 8
Authoring Institution: N/A
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