Purpose: This policy brief, the second AERI-NEPC eBrief in the series "Understanding validity issues around the world", focuses on validity as it applies to test-based models of evaluation employed for schools, instructional programs, and teachers around the world. It discusses validity issues that could arise when data from student…

The Logic Model Workshop Toolkit is designed to help practitioners learn the purpose of logic models, the different elements of a logic model, and the appropriate steps for developing and using a logic model for program evaluation. Topics covered in the sessions include an overview of logic models, the elements of a logic model, an introduction to…

Better teacher evaluation should lead to better instruction and improved outcomes for students, but more accurate classification of teachers requires better information than is now available. Because existing measures of performance are incomplete and imperfect, measured performance does not always reflect true performance. Teachers who are truly…

Teacher evaluation has emerged as a major focus for reform at the highest levels of education policymaking, and for good reason. Most evaluations are based on scant evidence of actual effectiveness, produce inflated ratings, and provide teachers with little useful feedback. This paper offers policymakers and practitioners important "lessons…

Provides guidelines that may be used by supervisors as a checklist to assist them in conducting evaluation procedures that show proper concern and understanding for the needs of the classroom teacher. (Author/IRT)

Outlines 12 steps a principal should follow when he or she has put a teacher on an intensive evaluation cycle because of the teacher's unsatisfactory performance. The steps focus on following and documenting procedures that will lead to a fair dismissal case. (IRT)

Provides an evaluation model and outlines steps to take in planning for the evaluation process. Such planning and organizing ensures that the evaluation process is achieved systematically. (IRT)

This report provides guidance on conducting tenure evaluations that are thoughtful and just. Practical suggestions for the tenure evaluation process fall into four themes. The first is that of the need for clarity in standards and procedures for evaluation. Institutions should ensure that their stated criteria for tenure match the criteria that,…

Provides guidelines for meeting legal standards of fairness in teacher evaluation. (WD)

Presents a selection of opinions on the bases for faculty evaluation. They range from a strongly-stated argument against over-emphasis on outside funding to a proposed system of performance quantifying performance. (JN)

Outlines a modern rationale for educational practice that links clinical supervision and knowledge generation to educators' professional orientation. Traces the roots of clinical supervision for teacher-scholars, explicates a professional knowledge base, examines reflection as a primary inquiry process, and provides scenarios for teaching and…

Administrators at Edina-West Secondary School in Edina (Minnesota) are making the curriculum more specific through an integrated in-service evaluation plan. (Author/MLF)

Distills the guidelines contained in a guide for New Mexico school administrators to use in making contract-related decisions involving teachers. The guide was compiled by a group comprising teachers, school officials, and university representatives. The guide is not official policy. (Author/IRT)

This compendium, a deliverable for "Assessments for Social, Emotional, and Academic Learning with Preschool/Elementary-School Children," focuses on tools to assess the social and emotional learning (SEL) of preschool and elementary school students (i.e., five- to ten-year-olds), along with aspects of the contexts in which they learn and…

More information is necessary about constraints placed on teachers before sound classroom performance evaluations can be conducted. Results of an observational instrument utilized in South Carolina, "Describing Practices and Intentions of Classroom Teachers," isolates classroom factors associated with appropriateness of teachers'…