Teacher evaluation has been a source for scrutiny, and early career teacher attrition rates are the highest among any subgroup nationally and in the state of Georgia. Research has indicated that high stakes teacher evaluation could be a cause of early career teachers leaving the field of education. While research has been done in other states and…

This quantitative, non-experimental study explored the differences between principals' perceived level of influence evaluation barriers have on the accuracy of teacher evaluations. A self-administered questionnaire was used to collect data from Montana principals regarding their perceptions of: (a) teacher performance combinations (b) the strength…

This study explored the perspectives on teacher dispositions within a regional area using semi-structured interviews with teacher evaluators. Previous literature shows how the impact of accrediting bodies has accelerated the use and assessment of dispositions as they relate to student performance. However, significant gaps exist in understanding a…

To help address funding and teaching resource disparities across districts in the state, Texas leaders developed the Teacher Incentive Allotment (TIA). The Allotment aims to make the teaching job more appealing and sustainable, particularly in rural areas and in areas with a high concentration of economically disadvantaged students. This document…

In this review, I examined the last two decades of research on data use in education to outline the ways in which principals used data to inform their own leadership practices. I found three themes: first, student achievement data were the most widespread form of data that principals used; second, principals' work has been reshaped by teacher…

One key mechanism through which evaluation facilitates teachers' growth is principals' feedback during teacher evaluation. In this study, we examined the relationship between teachers' perceptions of feedback quality and improvement in their instructional practices. We used student report--a meaningful but rarely used measure--to measure the…

Considerable literature is devoted to teachers' assessment use to support teaching and learning. The study examined the factor structure of a measure of teachers' assessment use along the assessments "of", "for", and "as" learning purpose dimensions. The study also examined the factor structure of teachers' perceived…

This chapter proposes the need to define the qualities of effective teaching in higher education and introduces a framework to assess teaching effectiveness (FATE) that can be adapted by other institutions for evaluating teaching, with the goal of promoting instructor development and growth.

This chapter continues the argument that quality teaching requires a set of defined competencies. It also presents a roadmap to identifying, developing, and assessing teaching competencies for on-the-ground instructors in outcomes-based military education, using the process developed by Air University as an example.

This study provides empirical evidences on the differentiation of the academic community amid the latest classified reform of faculty evaluation, highlighted by up-or-out policy in the non-research university context in China. The systematic data analysis sketches out faculty's segmentation and four characterizations including academic…

The Annual Professional Performance Review (APPR) system in New York State (NYS) has been called into question by educators since its adoption nearly 10 years ago, yet it remains the mandated evaluation system in NYS schools today. Much of the concern has been over changes such as assigning teachers final evaluation scores, as well as for the…

In this manuscript, we argue that the increasing use of reductive tools born out of neoliberal reforms in education, such as "The Framework for Teaching," a tool for teacher evaluation credited to Charlotte Danielson, limits the possibilities for emergent, improvisational teaching. We consider the broader political landscape of the last…

Principals can affect several consequential schooling processes and outcomes. However, their effectiveness varies substantially and is distributed across schools inequitably, underscoring the importance of effective principal professional development (PPD), which begins by using needs assessments to inform PPD content. A researcher-practitioner…

Traditional teacher evaluations -- full-lesson observations, write-ups, and debriefs -- are time-consuming and largely ineffective. As a principal, Kim Marshall found that mini-observations -- short, frequent, unannounced classroom visits, each followed by a face-to-face coaching conversation and brief narrative summary -- actually improved…

One of the greatest challenges for schools is to identify effective and ineffective teachers in a classroom. Teacher evaluation is an expensive process in both time and resources. It is important that evaluations provide data to improve teaching and learning. Therefore, each evaluation needs to communicate opportunities for growth. This…