This study evaluates techniques to identify high-quality teachers. Since tenure restricts dismissals of experienced teachers, schools must predict productivity and dismiss those expected to perform ineffectively prior to tenure receipt. Many states rely on evaluation scores to guide these personnel decisions without considering other dimensions of…

This study explored principals' reactions to findings from a survey regarding their teachers' evaluation beliefs. As participants in a longitudinal study, these principals were invited to focus group meetings to discuss the teacher survey data, which were sent to them for review prior to the meetings. They were asked to consider data that were…

Examining teachers' knowledge on a large scale involves addressing substantial measurement and logistical issues; thus, existing teacher knowledge assessments have mainly consisted of selected-response items because of their ease of scoring. Although open-ended responses could capture a more complex understanding of and provide further insights…

This conceptual paper discusses 'unseen observation' as an alternative model of classroom observation to support teachers' professional learning. The paper starts with a critical synopsis of how observation has been appropriated principally as a performance management tool for monitoring teacher effectiveness in the UK. It argues that the…

Teaching quality has long been a critical issue concerned by both educators and researchers in higher education. Many studies have proved that peer review of teaching (PRT), as one subtype of educational evaluation, can be an effective means to improve faculty teaching practices. This study aims to examine how PRT works to improve teaching quality…

Teacher professionalism is needed for quality education. The current practice for increasing teacher professionalism is to use skill applications. However, the implementation of skill applications has, in fact, not succeeded in significantly increasing teacher professionalism. This study aims to explain the importance of an effective skill…

Teacher assessment practice is affected by a complex set of cognitive and affective traits, as well as institutional contexts. There is a dearth of research on sociocultural influences on teachers' assessment identity. This study presents a model illustrating how vocational education and training (VET) teachers enact their assessment identity…

Deep neural networks are increasingly employed to model classroom dialogue and provide teachers with prompt and valuable feedback on their teaching practices. However, these deep learning models often have intricate structures with numerous unknown parameters, functioning as black boxes. The lack of clear explanations regarding their classroom…

This quantitative, correlational study aims to determine if a predictive relationship exists between teacher perceptions of Tennessee's teacher evaluation and the linear combination of teacher gender, years of experience, and school-level taught (elementary, middle, high). Although teachers have recognized the current teacher evaluation system,…

Despite continuous efforts to develop teacher observation and evaluation frameworks, one-size-fits-all evaluation tools may not be adequate for an instrumental music classroom. Since implementing the Every Student Succeeds Act (ESSA) in 2015, teacher evaluation has shifted from a high-stakes accountability model to models focused on feedback and…

A mixed-methods study was conducted to investigate Idaho's elementary school teachers' perceptions of the Idaho Evaluation Model as a motivator for teachers to improve their instructional practice, and to determine if teachers' experience level impacts these perceptions. The quantitative data was obtained from 157 Idaho kindergarten through…

The objectives of this Research and Development were to: Develop Competency-based learning management for Teachers of the science and technology Departments in large-sized secondary Schools under the office of the basic education commission in the northeast. The findings were as follows: I) There were five main components in Developing Teacher…

The study explores the implementation of teacher evaluation models and federal education policies, particularly AchieveNJ, in an urban public school district in New Jersey. It focuses on principals' experiences and perceptions, uncovering their challenges and thoughts on the policy's effectiveness in enhancing teacher performance and student…

With the aim to provide teachers with more specific, frequent, and actionable feedback about their teaching, we explore how Large Language Models (LLMs) can be used to estimate "Instructional Support" domain scores of the CLassroom Assessment Scoring System (CLASS), a widely used observation protocol. We design a machine learning…

University teachers and students are evaluated regularly on their performance, and when evaluations are lower than expected, the feedback may be threatening to the individual, potentially causing deviant behaviors including un-collegiality and poor performance. In this paper, we use the self-threat model of procedural justice to examine faculty…