Teacher evaluation has been used for decades in schools as a human resource management practice to hold teachers accountable and to help them develop professionally. This paper provides a synthesis of empirical studies about teacher evaluation. We use an overarching theoretical framework, the value chain, as a guide to collect and map insights…

The Education Value-Added Assessment System (EVAAS), the value-added model (VAM) sold by the international business analytics software company SAS Institute Inc., is advertised as offering "precise, reliable and unbiased results that go far beyond what other simplistic [value-added] models found in the market today can provide." In this…

Bringing learning through play pedagogies to schools and children requires major investments in teacher professional development (TPD) that builds teachers' understanding of the value of learning through play, enables them to build and practice strategies and skills to support learning through play in the classroom, and supports their ongoing…

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…

Local culture has undergone significant shifts and alienations, leading to the neglect of societal values. This situation underscores the need for teachers to be well-prepared to incorporate local wisdom into science education, supporting Cultured-Based Learning. This study, conducted from January to June 2022, aimed to assess the relevance of…

Teachers' digital teaching competence is a prerequisite for efficient teaching. This study aimed to develop a scale to assess primary and secondary teachers' digital teaching competence (PSTDTC). We analyzed and generalized definitions, models, and frameworks for PSTDTC, proposed a five-dimension model (digital teaching design competence, digital…

Despite the increasing racial diversity within British and Spanish societies, teacher education and school curricula continue to be Eurocentric and taught by predominantly White teachers. This quantitative research sought to explore the perceptions of student teachers in relation to their attitudes and preparedness to teach in ethnically diverse…

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…

Purpose and Background: Despite the flexibility of multilevel structural equation modeling (MLSEM), a practical limitation many researchers encounter is how to effectively estimate model parameters with typical sample sizes when there are many levels of (potentially disparate) nesting. We develop a method-of-moment corrected maximum likelihood…

In recent years, there has been an increasing interest in the assessment of Iranian English teachers' performance. Besides, it was aimed to examine and compare the performance of teachers based on their gender differences and teaching experience. To the first aim, the Delphi technique was used to develop a questionnaire and the reliability of the…

Under the "Every Student Succeeds Act," states and local school districts have more flexibility to design and implement teacher evaluation systems; however, very few studies have empirically examined the issue of localization of teacher evaluation policies. This study draws on longitudinal, mixed-methods evidence from school districts in…

There is a lack of objective evaluative standards for academic work. While this has been recognized in studies of how gatekeepers pass judgment on the works of others, little is known about how scholars deal with the uncertainty about how their work will be evaluated by gatekeepers. Building upon 35 interviews with early career academics in…

Teacher evaluation systems that use in-class observations, particularly in high-stakes settings, are frequently understood as accountability systems intended as nonintrusive measures of teacher quality. Presumably, the evaluation system motivates teachers to improve their practice--an accountability mechanism--and provides actionable feedback for…

Every five years, all public school educators in Maryland are required to renew their licenses to teach. This process is meant to ensure that teachers maintain competent practice and engage in career-long learning, development, and growth. Given the ambiguous relationship between licensure renewal and teacher effectiveness in the classroom--and…

States are responsible for setting and evaluating the standards that teacher preparation programs (TPPs) must meet for accreditation. Despite the considerable investment that states make in this process, no prior research has linked the ratings of TPPs generated by program reviews to inservice teacher performance. In this paper, we describe…