Observations and ratings of classroom teaching and interactions collected over time are susceptible to trends in both the quality of instruction and rater behavior. These trends have potential implications for inferences about teaching and for study design. We use scores on the Classroom Assessment Scoring System-Secondary (CLASS-S) protocol from…

This article presents the Center for Pedagogical Measurements' experience of assessment procedures transformative challenge when the COVID-19 was unfolding across the world and when there was no ready scenario that could guide online instruction and assessment as well. The authors of the article have provided the cases of adaptive responses and…

Focusing on the science knowledge and pedagogical content knowledge that teachers need to realize the vision of the Next Generation Science Standards (NGSS) in their classrooms, this article presents findings from efforts to (a) adapt existing criteria and design heuristics for educative features of curriculum materials and apply them in the…

This brief summarizes a 2019 study of educator supply, demand, and quality in North Carolina conducted by the Learning Policy Institute in collaboration with the Education Policy Initiative at Carolina and WestEd. That study supported the state's ongoing efforts to meet the standard set in the North Carolina Supreme Court's decision in…

In 2012, New York education officials and the state's teachers union announced one of the nation's most aggressive programs for teacher and principal evaluation--the Annual Professional Performance Review system (APPR)--which required that 40% of an educator's evaluation be based on student growth, using a combination of the state assessment and…

Educational leaders are struggling with the issue of academic reform as it pertains to accountability for student achievement. With increasing pressures to improve student achievement, many states have adopted value-added measures to monitor student growth and teacher effectiveness. This study undertook a quantitative approach to examine the…

This study, undertaken at the request of the Nevada Department of Education, examined the stability over years of teacher-level growth scores from the Student Growth Percentile (SGP) model, which many states and districts have selected as a measure of effectiveness in their teacher evaluation systems. The authors conducted a generalizability study…

Recent research on multiple measures of teaching effectiveness has redefined the role of in-classroom observations in teacher evaluation systems. In particular, most states now mandate that teachers are observed on multiple occasions during the school year, and it is increasingly common that multiple raters are utilized across the different rating…

We study the effectiveness of teachers certified by the National Board for Professional Teaching Standards (NBPTS) in Washington State, which has one of the largest populations of National Board-Certified Teachers (NBCTs) in the nation. Based on value-added models in math and reading, we find that NBPTS-certified teachers are about 0.01-0.05…

Workplace bullying in K-12 schools is defined as any administrator behavior causing, in the teacher's eyes, "psychological-emotional, physical-physiological, personal, and/or professional harm to oneself" (Blasè, Blasè, & Du, 2008, p. 265). The purpose of this study was to examine teachers' perceptions of their experiences with…

This study describes the development and initial psychometric evaluation of a Recognizing Effective Special Education Teachers (RESET) teacher observation instrument. Specifically, the study uses generalizability theory to compare two versions of a rubric, one with general descriptors of performance levels and one with item-specific descriptors of…

Previous research at the local level on informal observations of classroom teachers by school principals suggests that the frequency of informal observations has little or no effect on teachers' perceptions of school climate. This study employs School and Staffing Survey (SASS) data to examine to the extent to which these results are replicated or…

This report summaries the Professional Pathways for Teachers (PPfT) appraisal scores and teachers' perceptions of the appraisal system. The PPfT appraisal system was developed and refined during the 2014-2015 and 2015-2016 school years. The 2016-2017 school the appraisal system was implemented district-wide. The 2016-2017 appraisal scores will…

This study was designed to generate an awareness of the differences between school administrators' and teachers' perceptions of instructional leadership practices towards implementation of differentiated instruction. Data were collected from 34 middle school administrators and 171 teachers from a major metropolitan school district in the southeast…

"Double Standard" was created by the actors who appeared in the accompanying video in spring 2014, as part fulfillment of the requirements for a master's-level class highlighting ethics in education for future educational administrators. A double standard comes into focus as an incoming middle school principal establishes procedures she…