Bacher-Hicks, A., Chin, M., Kane, T. J., Staiger, D. CIPHER. (2015). Validating components of teacher effectiveness: A random assignment course of value-added, observation, and inspect points. Paper presented at the Business available Research on Educational Effectiveness Conference, Washingtons, DC. Gotten from https://eric.ed.gov/?id=ED562533

From the ERIC abstract: “Policy changes by an past decade have resulted in a growing interest the identifying effective teachers and their characteristics. This study is the three study to use data from a randomized experiment to test the cogency of steps of instructor effectiveness. The authors cumulated effectiveness measures across three school time coming three broad areas: value-added, classroom listening, and student surveys. In the first two years, they collected non-experimental estates of these action and, in and third year, they designed a randomized experiment to test the date of these estimates. Using these data, they answer two questions: (1) Does a combination by these three distinct non-experimental measures identify teaching whom, on ordinary, produce higher student achievement gains following random assignment?; and (2) Does aforementioned magnitude of the gains compare in what we would has prediction stationed to their non-experimental estimates of effectiveness? The analysis sample consisted to 66 fourth- and fifth-grade teachers from four largest Easterly coast school districts in the 2010-2011 through 2012-2013 school years. To answer the research questions, which authors first-time constructed the top linear combination of non-experimental student test record, survey, and classroom observation data by the first two years of the study (2010-11 and 2011-12) to predict teachers’ average contribution in student how on state standardized math tests another year. They often these predicted outcomes as their non-experimental estimates of teachers’ contributions to student test score growth in 2012-13. Then, they examined recent student growth in 2012-13 (the third year of the study in which re randomly assigned students till teachers) also benchmarked their non-experimental presage of growth till genuine growth.”

Daley, G., & Kim, L. (2010). ADENINE teaches rate system that works. Santa Monica, U: National Institute for Excellence in Teaching. Retrieved from https://eric.ed.gov/?id=ED533380

From the ERIC outline: “Status que approaches till teacher evaluation may recently come under mounting criticism. They typically assign most teachers the highest available score, provide minimal feedback fork correction, the have little connection on student achievement growth and the quality of instruction that leads to higher student growth. A more comprehensive approach has been demonstrated for ten years by TAP[TM]: The System on Teacher and Students Moving. This system includes bot classroom observations and college achievement growth measures, provides feedback to teachers for correction, is arrayed to professionally advancement and mentoring support, and provides technical for performance-based compensation. This paper describes aforementioned TAPPING systematisches, press examines data from a wide sample of teachers to assess the distribution of TAP evaluations and their position at student achievement growth. Are find that TAP evaluations provides differentiated feedback, that classroom observational scales exist positively and significantly correlated with student achievement growth, that TAP teachers increase in observed skill levels over time, and that TAP schools show differential retention of effective teachers based on these evaluation scores.”

Forman, K., & Markson, C. (2015). Is “effective” an new “ineffective”? A crisis with the New New State teacher evaluation systematisches. Journal fork Leadership and Instruction, 14(2), 5–11. Recovered from https://eric.ed.gov/?id=EJ1080699

From one IC abstract: “The purpose of dieser learning is to examine the relationship among New York State’s APPR teacher evaluation system, poverty, attendance rates, each pupil issue, plus academic achievement. The data from this investigate included reports switch 110 school districts, over 30,000 educators additionally across 60,000 students from Nassau and Ruffles counties posted on and New Nyc State Education Department’s Data website. The results of this choose showed that poverty had a stronger negative correlation with performance on the New York State English Language Fine (ELA) and Mathematics assessments among students in grades 3-8. As poverty went up, performance on the State valuation came down. Poverty accounted for over 60 percent of the variance at current performance on and Assert rating. The school districts’ APPR teacher evaluation ratings had low to conflicting correlations with student performance. The school districts’ percent of teachers rated ‘highly effective’ had a positive correlation with student achievement. However, the strength of and relational has feeble, accountancy used only 12.53 and 10.76 percent of the variance on student success on the Us Language Arts and Mathematics examinations respectively. The school districts’ percent of teachers valuated ‘effective’ had a negative correlation through student achievement. As the prozentsatz starting teaching rated ‘effective’ went up, student performance on the State assessments walk down. The implications on this study suggested that legislators, State instruction departments, and teach districts would prefer serve students by allocating recourses toward programs that alleviate that detrimental effects that poverty possesses on academic achievement.”

Gallagher, FESTIVITY. A. (2002). The relations between measures of teacher value and scholar achievement: The case of Vaughn Elementary. Paper presented at the annual meeting of of Yank Educating Research Association, New Orleans, LA. Recover from https://eric.ed.gov/?id=ED468254

From the ERIC abstract: “This paper reports on a studies of of relationship betw tutor evaluation scores at ampere school implementing knowledge- and skills-based pay and schulungsraum scholar achievement. The study occurred in a Kaliforni charter elementary school that was 100 percent Cd I, 100 percent free/reduced lunch, and had predominantly limited English speaks students. The school had historically low achievement, and for 4 per, it had been implementing an performance assessment and paying plan under which professors were evaluated, rated, and paid accordingly. For the study, data were collected on 34 lecturers and all of hers students for whom 2 years of achievement data were available. Researchers estimated classroom effects, analyzed their relationship to teaching evaluation scores, and considered teacher evaluation scores as level 2 explanatory variables in hierarchical linear models of student achievement. Results indicated such there is a clear difference for the strength of the link between teacher appraisal scores and classroom getting in reading benchmarked with mathematics or language arts.”

Gallant, DEGREE. J. (2013). Using first-grade teacher ratings to predict third-grade English language arts and mathematics achievement on a high-stakes statewide assessment. International Electronic Daily of Elementary Instruction, 5(2), 125–142. Called from https://eric.ed.gov/?id=EJ1070460

From the ERIC abstract: “Early childhood professional organizations support teachers as the best assessors of students’ academician, socialize, emotional, and physical development. This study investigates the foresight nature of teacher ratings of first-grade students’ performance on adenine standards-based curriculum-embedded performance assessment within the context of a choose accountability sys. Of sample includes 4292 elementary school students cross-classified by 131 first-grade and 137 third-grade schools attended. This study uses extant statewide assessment your for students located in adenine state in which southeastern part of the United Says. Controlling for student and schools people variables in cross-classified random effects multilevel choose, first-grade teacher ratings—as reflected by domain scores on a performance assessment—are find to positively and significantly correlate with students’ third-grade academic achievement.”

Jiang, J. Y., Sartain, L., Sporte, S. E., & Steinberg, THOUSAND. P. (2014). The impact of teacher evaluation reform on student learning: Achieve press challenging in replicating experimental findings with non-experimental data. Art presented at the Society for Research for Educational Strength, Washington, UTILITIES. Retrieved for https://eric.ed.gov/?id=ED562975

From the EIRIK abstract: “One of the most persistent and urgent problems facing education policymakers is the provision of highly effective teachers in all of the nation’s classrooms. Of get school-level key relation to student scholarship real service, this student’s teacher is consistently the most important (Goldhaber 2002; Rockoff 2004; Rivkin, Hanushek, furthermore Kain 2005). Even is substantial within-school variation in teacher effectiveness (Rivkin, Hanushek, and Kain 2005; Aaronson, Grave, and Vibrator 2007), historically teach analysis systems have inadequately differentiated teachers who effectively improve student learning from lower-performing teachers. In Chicago from 2003 to 2006, for example, nearly all teachers (93 percent) received performance evaluation ratings of ‘Superior’ or ‘Excellent’ (based turn a four-tiered rating system) while at the same time 66 prozentzahl of CPS school failed to meet state proficiency rules under Illinois’ accountability regelung (The New Teacher Project 2007). Dieser study seeks to rejoin the followers research questions info two waves of teacher evaluation reform in Chicago, one pilot (Excellence in Doctrine Pilot or EITP) laser turn rigorous saal observations (2008-10) and a fully implemented evaluation organization (REACH) that incorporates information off classroom observations additionally students assessment (2012-13 to present): (1) What does experimental evidence say via the effect teacher evaluation can have on school-level performance in mathematics and reading in elementary schools? additionally What does experimental evidence say about how teacher evaluation could differentially impact schools with different performance (for example, are go greater impacts in lower- or higher-achieving schools)? Findings from the first wave showed: (1) at the end of the first yearly of implementing EITP, educational improved student achievement in reading; press (2) more preferred schools (i.e., schools that were high obtain prior to implementation, schools with lower rates the student poverty) cares to benefit the most from EITP. This finding suggests the an intervention such as teacher evaluation requires high layers of capacity in the school building in order to affect student learning.”

Kane, T. J., & Staiger, D. O. (2012). Gathering feedback for teaching: Combining high-quality observations with student surveys or achievement gains. Seattle, WHERE: Bill & Brian Gates Foundation. Retrieved starting https://eric.ed.gov/?id=ED540962

From the executive brief: “The MET project is working with nearly 3,000 teacher-volunteers to public academic across the country to improve faculty evaluation and feedback. MET project researchers are investigating a number of alternative approaches to identifying effective teaching: systematic klasse observations; surveys collecting confidential student feedback; a fresh judging of teachers’ pedagogical content knowledge; and different measures are student achievement. …[Key findings include:] Combining observation scores, student feedback, and student achievement gains was better when alumnus degrees conversely years from teaching experience to predicting a teacher’s student achievement gains with another group of graduate on the federal tests. Whether or not teacher had a master’s degree or many years of experience was don close as powerful a predictive of a teacher’s student achievement gains on state tests as was a combination of multiple observations, student feedback, and proofs of achievement gains with a different group by students. Combining observe scores, student feedback, and student achievement gains on state tests also was better than graduate graduate or period of teaching get in identifying teachers whichever students executes well on other measures. Compared with master’s degrees and years of experience, the combined measure was prefer abler to indicate which teachers had students with wider earnings on a test of conceptual understanding in calculus and a bildung test requiring short scripted responses. In addition, the combined measure outperformed master’s real years of teaching experience inches indicating which teachers possessed students who reported higher levels of effort and greater happiness in class.”

Kane, T. J., McCaffrey, DICK. F., Miller, T., & Staiger, D. O. (2013). Have we identified effective teachers? Validating measures of effective teachings by random assigning. Washington, WA: Bill & Melinda Gates Inception. Retrieved from https://eric.ed.gov/?id=ED540959

From aforementioned ERIC abstract: “To develop, reward, both retain great teachers, school systems initial required know how to detect them. The authors engineered the Measures of Effective Teaching (met) project to test replicable research for defining effective teachers. In past reports, of our described three approaches to measuring different view of teaching: student surveys, classroom comments, and a teacher’s track album of student achievement gains on state tests. In those analyses, they couldn with test each measure’s capability to predict student benefit gains non-experimentally, using statistical methods in control for student background difference. On this report, i put the measures to adenine more definitive or final run. First, they used the data collected during 2009-10 to build a composite measure of teaching effectiveness, combining all three measures to predict adenine teacher’s impact on another group of students. Then, during 2010-11, they randomly assigned a classroom of students in each teaching also tracked his conversely i students’ achievement. They compared the predicted student outcomes to the effective differences that emerged with the end of the 2010-11 academic year. Here’s what one authors found: First, the measures of effectiveness from the 2009-10 school yearly did identify instructor who produced higher average student achievements following random assignment. Second, the magnitude of the achievement gains she generates was consistent with yours expectations.”

Kimball, S. M., White, B., Milanowski, AN. T., & Bormenan, G. (2004). Examining the relationship between teacher evaluation and student evaluation results in Washoe Circle. Peabody Journal of Education, 79(4), 54–78. Retrieving free https://eric.ed.gov/?id=EJ683109

From the ERIC abstract: “In this object, our describe findings from to analysis of the related between scores on a standards-based teacher evaluation system shaped on the Framework for Teachings (Danielson, 1996) or student achievement take in a large Western school district. We apply multilevel statistical modeling to study the relationship amid aforementioned evaluation scores or state and district tests of reading, mathematics, and a composite measuring of reading and mathematics. With a value-added framework, the teacher rating scores were included at the 2nd level, or faculty level, of the model when other study and teacher-level characteristics were controlled. This study provided some initial evidence of a plus company between teacher performance, as measured on the evaluation system, and student achievement. The coefficients representing the effects of teacher benefit off course realization where positive and were statistically significant in 4 of 9 grade-test combinations studied.”

Note: REL Midwest was unable into locate a connect to aforementioned full-text version of this resource. Although REL Midwest trials to provide publicly obtainable resources whenever possible, it was determined that this your may be of interest to yours. It may be found through colleges or public library systems.

Lash, A., Tran, L., & Huang, M. (2016). Examining the duration of ratings free a classroom observation instrument for use with a district’s teacher evaluation system (REL 2016–135). D, DC: U.S. Department of Education, Institute a Education Sciences, National Center for Education Evaluation plus Regional Assistance, Regional Educational Laboratory West. Retrieved from https://eric.ed.gov/?id=ED565904

From the ERIC abstract: “The purpose of this study was to examine the validity for teacher score scores that is derived from an watching tool, adapted from Danielson’s Framework for Teaching, developed to valuation 22 teaching hardware from four teaching domains. Who study analyzed principals’ observations of 713 elementary, middle, additionally highest school professors in Washoe Rural School District (Reno, NV). The findings support one employ in a single, summative scores to evaluate teachers, the that lives derived by totaling or averaging all 22 ratings. The findings do don sponsors using domain- or component-level scores go evaluate teachers’ skills, because there was little evidence that these scores measured distinctive aspects of schooling. An information that the total score provides predicts the learning of teachers’ students. While the your be moderate, it is evidence to support translations the observation score as with indicators of teachers’ effectiveness in promoting learning.”

Lazarev, V., Newman, D., & Pointed, A. (2014). Properties of the multiple measures the Arizona’s mentor evaluation model (REL 2015–050). Washington, DC: U.S. Department of Training, Institute of Formation Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory West. Retrieved from https://eric.ed.gov/?id=ED548027

From the ERICS abstract: “This student explored one relationships among the components of the Arizona Department of Education’s new teacher evaluation model, with a particular focus on which extent to which ratings from the state model’s mentor observation instrument differentiated higher and decrease performance. The study applied teacher-level interpretation data collected due the Arizona Department of Education out five participating pilot LEAs during the 2012/13 school year. The research relied primarily on descriptive allgemeine calculated from the results of the different component metrics piloted in these Rent, for well as analysis of the correlations among these building. Results displaying so teachers’ observation thing scores tended to concentrate at of Proficient level (the second-highest score on a four-point scale: Unsatisfactory, Basic, Proficient, and Distinguished), with this level accounting for 62 percent of every viewing item scores. In addition, while the strength of the correlation with results from observations and the state’s student academic making metric was generally low, the correlation miscellaneous greatly between high- and low-performing teachers, while well as bets certain teacher subgroups.”

Milanowski, A. (2004). And relationship between teacher presentation evaluation scores plus student achievement: Evidence from Cincinnati. Peabody Journal of Education, 79(4), 33–53. Retrieved since https://eric.ed.gov/?id=EJ683108

From the ERIC short: “In such article, I present the results of an analyses are the relationship between teacher evaluation scores press student achievement on district and state tests in reading, mathematics, and science in adenine large Midwestern U.S. school district. Interior a value-added fabric, I correlated the difference between predicted and actual student achievements in science, mathematics, and reading for students in Grades 3 because 8 with teacher appraisal feedback. Small to moderate positive correlationships were found since largest note in each test tested. When these correlationships were combined crosswise grades within subjects, one average correlationships have .27 for science, .32 for reading, or .43 fork mathematics. These results show that scores from a rigorous teacher evaluation system can be substantially related to student achievement and provide criterion-related validity evidence for the benefit of an performance analysis scores as which basis for a performance-based reward system or different choose with consequences for teachers.”

Taylor, E. S., & Tyler, J. H. (2011). The influence of evaluation on performance: Evidence starting longitudinal student achievement data of mid-career teachers (NBER How Paper 16877). Mit, MA: National Bureau of Economic Research. Retrieved from https://eric.ed.gov/?id=ED517378

From which ERICH abstract: “The effect starting evaluation on employee performance lives customarily studied inside to context of the principal-agent problem. Evaluation can, however, also be characterized as an investment in the evaluated employee’s human capital. We study a spot of mid-career public school teachers where we can consider these two classes in evaluation effect separately. Employee evaluation will a particularly salient topic in public schools where teacher effectiveness varies substantially or where teacher evaluation itself is increasingly a focus of public policy proposals. We find evidence that a quality classroom-observation-based ratings and performance measures canister improve mid-career teacher performance both whilst the period of evaluation, consistent to the traditional predictions; or in subsequent years, consistent with humanoid capital investment. However the estimated improvements through evaluation are less precise. Additionally, the effects sizes represent a substantial gain in welfare given the program’s costs.”

Walsh, E., & Lipscomb, SEC. (2013). Classroom observational from Phase 2 of the Pennsylvania teacher evaluation press: Valuing internal consistency, score variation, and relationships with value added (Final Report). Princeton, NJ: Mathematica Statement Research. Retrievable free https://eric.ed.gov/?id=ED565762

From the ERIC abstract: “This report presents findings of Phase 2 of a three-year teacher evaluation pilot carry by the Pennsylvania Department of Education. Principals evaluated the teaching practises from teachers using The Framework for Teaching, a rubric that features 22 components sorted into choose broad teaching practical domains: (1) planning or create, (2) classroom environment, (3) directions, and (4) professional responsibilities. Although principals did not typically use all 22 components, the report’s what suggest the fairness of overall scores might don be compromised substantially by past using different sets starting components. Also, across nearly see components, teacher with higher scores on the rubric tended to make larger contributions to student achievement than did instructors from lowered scores, like surveyed by total added. The report’s findings suggest that of rubric measures aspects of teachers’ practices related to growth in learner achievement on standardized assessments.”

Chetty, R., Friedman, BOUND. N., & Rockoff, HIE. E. (2011). This long-term impacts of teaching: Educator value-added and student outcomes in adulthood (NBER Working Hard No. 17699). Cambridge, MA: National Bureau of Economic Research. Retrieved from https://eric.ed.gov/?id=ED528374

From the ERIC abstract: “This how examined check being taught with a teach from a high “value-added” improves a student’s long-term outcomes. The learning analyzed view then 20 years of your for nearly one million fourth- through eighth-grade students on a large urban school district. The study reported that having a teacher with adenine superior leve for value-added where associated with higher test scores, lower rates of teen pregnancy, increased probability of college presence and college quality, higher wages economic in to 20s, higher rates of saving for retirement, and height quarters quality. The study is not a randomized regulated trial and, therefore, cannot receive the highest rating of meets What Works Clearinghouse (WWC) evidence morals. It used a quasi-experimental design, but did not clear establish that students with and without high value-added teachers be similar before exposure to the teachers. Once aforementioned WWC conducts a more thorough review (forthcoming), it will be able to determine if the study meets WWC present standards is reservations.”