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Direct linkValerie Dehombreux – ProQuest LLC, 2024
Current teacher evaluation systems (TES) in pre-kindergarten through 12th grade (P-12) American public schools may be impeding the reflection and feedback processes needed for impacting teachers' professional growth and developing trusting, administrator-teacher relationships. The dominant purpose of summative evaluation has been to rate teachers'…
Descriptors: Teacher Administrator Relationship, Faculty Development, Summative Evaluation, Teacher Supervision
Peer reviewedAmrein-Beardsley, Audrey; Polasky, Sarah; Holloway-Libell, Jessica – Educational Assessment, Evaluation and Accountability, 2016
One urban district in the state of Arizona sought to use an alternative achievement test (i.e., the Northwest Evaluation Association's (NWEA) Measures of Academic Progress for Primary Grades (MAP)) to include more value-added ineligible teachers in the districts' growth and merit pay system. The goal was to allow for its K-2 teachers to be more…
Descriptors: Value Added Models, Teacher Evaluation, Elementary School Teachers, Urban Areas
Download full textLazarev, Valeriy; Newman, Denis; Sharp, Alyssa – Regional Educational Laboratory West, 2014
This study explored the relationships among the components of the Arizona Department of Education's new teacher evaluation model, with a particular focus on the extent to which ratings from the state model's teacher observation instrument differentiated higher and lower performance. The study used teacher-level evaluation data collected by the…
Descriptors: Teacher Evaluation, Observation, State Departments of Education, Correlation
