This article explores how inservice teachers articulate and challenge notions of effective teaching as part of an environment of high-stakes teacher evaluation (HSTE) in Tennessee. Drawing on data from public forum speeches at school board meetings, policy documents, and interviews, we used thematic discourse analysis to investigate how teacher…

Teacher clarity is widely considered an essential element of effective teaching and student success. The same holds true in the IDEA Student Ratings of Instruction system (SRI). On Diagnostic Feedback (DF), the item "Explained course material clearly and concisely," which IDEA considers a measure of teacher clarity, has consistently been…

Indiana K-12 teacher evaluations were lawfully mandated by Public Law (PL) 90 in 2012. PL 90 required all public-school teachers to be rated annually by their administrators using a state approved teacher evaluation rubric. Teachers were evaluated as highly effective, effective, needs improvement, and ineffective. Student achievement and growth on…

Over recent decades, peer review of teaching has become an important mechanism for improving the quality of teaching in higher education. While there is considerable international research on peer review of teaching outcomes, these are not widely reported within Australian universities. This paper reports on a systematic review of published…

This study investigates differential effectiveness of teacher behaviour in relation to classroom composition by searching for the extent to which teachers exhibit the same teaching skills when they teach mathematics in different classrooms within a school year. Twenty-six teachers who taught mathematics in more than one classroom of the same age…

The teaching staff is one of the most significant factors determining the quality of education. Therefore, improving the quality of teaching staff is always considered by governments. The criteria of teacher competence, the basis for evaluating teachers as well as the basis for teachers to improve their capacity, is one of the factors to promote…

Strong teacher and principal evaluation systems have the potential to help teachers and principals improve their practice, to exit teachers who are perennially ineffective, to retain teachers who are effective and learn from them, and to increase the overall quality of a district's teacher workforce. As states respond to widespread concerns (both…

The purpose of this research study was to examine the dynamics that exist among the teacher preparation program (TPP), student achievement, and teacher performance. This study included a review of data collected from archived data derived from the Developmental Reading Assessment (DRA), the State of Texas Assessment of Academic Readiness (STAAR)…

Teacher use of formative assessment is lacking worldwide despite evidence supporting its potential for improving student outcomes. To address a local problem of formative assessment implementation, Franklin County School's professional development team designed and implemented a yearlong program to improve teacher knowledge and practice of…

Purpose: This study, which investigated the relationship between veteran secondary school teacher perceptions of evaluation feedback and self-efficacy of instructional practice, was driven by the research question--What is the relationship among evaluation processes, teacher perceptions of evaluation feedback, and veteran secondary education…

Several state policies link high-stakes consequences to teacher evaluations, which tend to be heavily weighted by observation scores. However, research has only recently investigated the validity of these scores in field settings. This study examines the sensitivity of teacher observation scores to the number of observations assigned by state…

Student Learning Objectives (SLOs), as a measure of students' academic growth, have been broadly used in the evaluation of teacher effectiveness. In this research I employed a mixed-methods sequential explanatory design and incorporated four studies to investigate using SLOs in teacher evaluation in South Carolina (SC). For Study 1 and Study 2, I…

In this paper, we put forward the OTTO Model as a means for developing data literacy in pre-service teacher education. The OTTO Model was developed using a combination of quantitative and qualitative data drawn from a three-year study investigating the nature and development of pre-service teachers' data literacy. The aim of the study was to…

Ten years ago, many policy makers viewed the reform of teacher evaluation as a highly promising mechanism to improve teacher effectiveness and student achievement. Recently, that enthusiasm has dimmed as the available evidence suggests the subsequent reforms had a mixed record of implementation and efficacy. Even in districts where there was…

In 2012, New Jersey implemented a broad change to the teacher evaluation system with the Teacher Effectiveness and Accountability for the Children of New Jersey (TEACHNJ) Act which identified the Marzano Causal Teacher evaluation system as one of the prescribe models for districts to adopt. This system provides a more differentiated teacher…