Evaluation systems appear to be one of the most rapidly changing policy issues affecting teachers in recent years. This paper provides a brief synopsis of the process of dissecting the evaluation system.
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18 May 2015
Student learning measures have rapidly become common in teacher evaluation systems across the United States. This report provides an overview of key findings from the nearly 20 studies of SLO measures that have been conducted to date, along with considerations for future research and for practice.
15 Apr 2015
Student learning and growth have become important factors in measuring educator effectiveness. In this report, concrete examples of both approaches are highlighted to provide clarity and particular attention is paid to the benefits and drawbacks of each approach.
16 May 2015
The federal Race to the Top competition provided significant impetus for states to adopt “value-added” models as a part of their teacher evaluation systems. This study examines how teacher evaluations are affected by incorrectly attributing changes in student's test scores to the value-added of teachers in spring classrooms, and explores methods that can provide the best approximation in the absence of more detailed data.
30 Jan 2015
The U.S. Department of Education has renewed its focus on ensuring that all students—especially those in under-resourced communities—have access to excellent educators. By June of 2015, all states must engage education stakeholders on locally-developed solutions to ensure every student has effective educators. This discussion guide is designed to help educators, administrators, and other school and district employees work through how their school, community, district, and state can best tackle equal access to excellent educators.
19 May 2015
Student learning objectives (SLOs) have become the preferred measure of student growth in many new systems of teacher evaluation and compensation. This SLO practice brief aims to assist states and districts in the implementation of SLOs by providing practical steps for building a sustainable system of developing and measuring student growth.
11 Dec 2015
Teacher quality is recognized as a primary driver of variation in student learning outcomes, particularly in refugee and emergency settings, but few studies have examined the factors that motivate or demotivate teachers in these contexts. This article examines secondary source materials from academic experts and gray literature from United Nations agencies and nongovernmental organizations to identify seven key areas that affect teacher retention in refugee and emergency settings.
11 Nov 2015
Teach For America (TFA), the alternative certification program that places intensively selected recent college graduates and midcareer professionals into classrooms serving high-need students, requires a two-year commitment from the corps members it places in regions across the country. This report examines low retention, a major point of criticism directed at the program.
10 Sep 2015
A considerable amount of research exists on the mobility of teachers within states, but very little is known about the extent to which teachers move from employment in public schools in one state to another. This paper shows levels of cross-state mobility that are drastically lower than levels of within-state mobility, even when accounting for proximity to the border. These findings are consistent with the hypothesis that there are significant penalties to cross-state mobility that may be attributable to state-specific licensure regulations, seniority rules, and pension structures.
10 Sep 2015
The federal government recently directed states to develop plans to reduce inequity in the distribution of teacher quality across schools. Examination of data from Washington state suggests that prospective teachers’ student teaching positions are much more predictive of their first teaching positions than their hometowns, and that more qualified prospective teachers tend to student teach in more advantaged districts.