In his 2011 book "The highly qualified teacher: What is teacher quality and how do we measure it?" Strong argues that as a profession, education has struggled to measure teacher quality and therefore cannot provide a proven system to consistently develop high-quality teachers. In order to move toward an operational definition of teacher…

Teacher evaluation systems can have high stakes for individual teachers, and it's important to ask how new evaluation models--including value-added measures--serve teachers as they strive to improve their practice. The authors interviewed teachers at a high-performing New York City school about their reactions to their value-added scores and…

Student assessment nonparticipation (or opt out) has increased substantially in K-12 schools in states across the country. This increase in opt out has the potential to impact achievement and growth (or value-added) measures used for educator and institutional accountability. In this simulation study, we investigated the extent to which…

Consensus is growing that high-quality early education is a critical support to all subsequent learning. In early childhood education quality is generally considered holistically in terms of the physical environment, programmatic structure (e.g., length of the school day), curriculum and instruction, and the nature of interactions between teachers…

This document contains the appendixes for the full report, "Teacher Turnover and Access to Effective Teachers in the School District of Philadelphia". The School District of Philadelphia (SDP) provided data on teacher employment, teacher characteristics, student-teacher linkages, and school characteristics. The district's Office of…

In accordance with the subject of this research, three different scales to measure preschool teachers' performances with respect to school principals', parents' and children's point of view were developed for the research. 51 principals, 893 parents and 256 children participated in the research. "Teacher Performance Evaluation…

School leaders need to be able to give and receive feedback--to give it skillfully to teachers, and to receive it skillfully from, well, everyone. Most educators agree that feedback can be necessary and helpful--yet the unending cascade of new directives governing feedback often feel like a waste of time. In this article, the authors offer…

This paper reports on the development and implementation of a process of peer evaluation of teaching to assess librarian instruction in a high-enrollment online information literacy course for undergraduates. This paper also traces a shift within libraries from peer coaching to peer evaluation models. One common model for peer evaluation, using…

Despite the widespread use of performance-based management in higher education, empirical research on its actual impact has remained scarce, particularly in Europe. With agency theory as a framework, our study utilised survey data collected from Finnish universities in order to explore the influence of performance management on perceived teaching…

This chapter considers faculty evaluation and motivational and volitional issues. The focus is on the ways in which faculty evaluation influences not only faculty attitudes and beliefs but also willingness to engage in professional development and instructional improvement programs. Recommendations for effective practice that enhances motivation…

Lecturers often find themselves unable to appropriately interpret or deal with student feedback, which may consequently be essential to how they feel about teaching and students. Research into lecturers' emotional responses to student feedback is scarce, despite the growing use of student feedback as a means of evaluating teachers' work. This…

Since the 1970s, many observation instruments have been constructed to map teachers' general pedagogic competencies. However, few of these instruments focus on teachers' subject-specific competencies. This study presents the development of the "Framework for Analyzing the Teaching of Historical Contextualization" (FAT-HC). This…

In conducting this study, I sought to contribute to the scholarly discourse of understanding how North American elementary pre-service teachers experienced evaluation via teacher performance assessments. Through extensive interviews and thematic data analysis, this study generally supported the contention that the process of completing edTPA…

This quantitative study employed a correlational research design to examine the extent to which overall teacher evaluation scores and instructional practice domain scores relate to student achievement scores in mathematics and English language arts among 3rd grade students. This research tested the theory of instruction by Jerome Bruner as it…

Literature on teacher evaluation describes a flawed system that evokes wide-ranging attempts to "get it right." This qualitative study is another effort that seeks to understand its legal and traditional constructs. The goal of this research is to identify growth-producing practices that will transform teacher evaluation into an organic…