Appraising Teachers Across the Globe: Where the U.S. Stands

Posted on April 29, 2020April 26, 2020 by coreeducation

Writing for FutureEd, Andreas Schleicher reviews the findings of the second volume of the Teaching and Learning International Survey (TALIS) from the Organisation for Economic Co-operation and Development (OECD). Excerpts of the piece appear below. TALIS, which surveyed 260,000 secondary school teachers and administrators worldwide, found that only 7 percent of teachers work in schools Read more about Appraising Teachers Across the Globe: Where the U.S. Stands[…]

D.C. Continues to Improve its Teacher Evaluation System

Posted on February 11, 2020February 10, 2020 by coreeducation

Amber Northern, writing for the Fordham Institute, recently explored research on the latest iteration of the District of Columbia’s teacher evaluation system and found that continuous, thoughtful changes to the system have resulted in sustained improvements in teacher effectiveness in the city. Excerpts of the piece appear below: In their recent report, researchers Tom Dee, Read more about D.C. Continues to Improve its Teacher Evaluation System[…]

Few States Consider Prior Job Performance When Licensing Out-of-State Teachers

Posted on January 23, 2020January 21, 2020 by coreeducation

New data from the National Council on Teacher Quality (NCTQ) reveal that the majority of states (35) do not ask for evidence of prior successful teaching for those teachers coming from out of state who are applying for a teaching license-in spite of imposing many demands covering a host of other factors. As important, there Read more about Few States Consider Prior Job Performance When Licensing Out-of-State Teachers[…]

States Retreat from their Own Attempts to Overhaul Educator Evaluation

Posted on November 14, 2019November 10, 2019 by coreeducation

The National Council on Teacher Quality (NCTQ) has released a new report, NCTQ State of the States 2019: Teacher and Principal Evaluation Policy, which documents policy reversals related to evaluation systems for both teachers and principals. Since the 2015 passage of the Every Student Succeeds Act (ESSA), a large number of states have backed away Read more about States Retreat from their Own Attempts to Overhaul Educator Evaluation[…]

Mentoring a Student Teacher may Boost your Evaluation Scores

Posted on July 3, 2019June 19, 2019 by coreeducation

Writing for the Annenberg Institute at Brown University’s working paper series, researchers Matthew Ronfeldt, Emanuele Bardelli, Stacey Brockman and Hannah Mullman explore the effects of hosting a student teacher on cooperating teachers’ evaluation scores. Growing evidence suggests that preservice candidates receive better coaching and are more instructionally effective when they are mentored by more instructionally Read more about Mentoring a Student Teacher may Boost your Evaluation Scores[…]

Race and Gender Differences in Teacher Evaluation Ratings

Posted on June 5, 2019June 5, 2019 by coreeducation

Over the past decade, Michigan has made changes to a number of laws related to teachers and teaching in the state’s public school system. These changes include new requirements for teacher evaluation, and the use of teacher performance ratings for decisions such as teacher tenure, dismissal and retention. Since 2011, state law has required local Read more about Race and Gender Differences in Teacher Evaluation Ratings[…]

Rethinking the way we Coach, Evaluate, and Appreciate Teachers

Posted on March 21, 2019March 17, 2019 by coreeducation

Over five decades as a teacher, central office administrator, principal, leadership coach, and research reader, Kim Marshall has honed a system for supervising, coaching, and evaluating teachers. Here are the key elements: Short, frequent, unannounced classroom visits—at least ten a year for each teacher—replacing traditional formal observations; A humble, curious, low-tech approach to visits: observing Read more about Rethinking the way we Coach, Evaluate, and Appreciate Teachers[…]

Strong Teacher Evaluation Systems Go Hand-in-Hand With Improved Teacher Quality

Posted on December 5, 2018December 3, 2018 by coreeducation

Analysis from the National Council on Teacher Quality (NCTQ) finds tangible evidence that teacher evaluation systems, when implemented well, are coinciding with real and measurable benefits for students and teachers alike. The past decade has been marked by rapid changes in teacher evaluations. While many districts and states announced their intention to install better systems, Read more about Strong Teacher Evaluation Systems Go Hand-in-Hand With Improved Teacher Quality[…]

Teacher Perceptions of Feedback and Evaluation Systems; Findings from the American Teacher Panel

Posted on July 31, 2018July 21, 2018 by coreeducation

In recent years, state and local education leaders across the United States have revised their teacher evaluation policies and practices in an effort to enhance the quality of evaluation measures and improve instructional practices. These teacher evaluations are often based on multiple measures of performance, including classroom observations, indicators of teachers’ contributions to their students’ Read more about Teacher Perceptions of Feedback and Evaluation Systems; Findings from the American Teacher Panel[…]

Gates Foundation bet on Teacher Evaluation Reform Falls Short

Posted on July 5, 2018July 3, 2018 by coreeducation

Matt Barnum, writing for Chalkbeat, has summarized the findings of a RAND report on the $575 million investment from the Gates Foundation into teacher evaluation reform. Excerpts of the article appear below: New research commissioned by the Gates Foundation finds scant evidence that changes [related to human capital reform for teachers] accomplished what they were Read more about Gates Foundation bet on Teacher Evaluation Reform Falls Short[…]

Next Steps for Teacher Evaluation Reform

Posted on June 14, 2018June 10, 2018 by coreeducation

Matthew Kraft, an assistant professor of education and economics at Brown University, has researched teacher evaluation reform extensively, through surveys of principals and multiple studies of state teacher-rating systems. FutureEd Director Thomas Toch spoke with Kraft to get his perspectives on the teacher evaluation landscape. Below, he talks about the value of having multiple rating Read more about Next Steps for Teacher Evaluation Reform[…]

Teachers’ Perceptions of Autonomy, Satisfaction, Job Security, and Commitment

Posted on April 3, 2018March 29, 2018 by coreeducation

A new Statistics in Brief from NCES highlights changes in teacher autonomy, satisfaction, job security, and commitment between 1999–2000 and 2011–12. The report focuses on patterns between perceived level of autonomy and perceptions of job security, satisfaction, and commitment. It relies on a sample of U.S. public school teachers using data collected through the 1999–2000 Read more about Teachers’ Perceptions of Autonomy, Satisfaction, Job Security, and Commitment[…]

Study Finds Feedback to Teachers and Principals Can Improve Student Achievement in Math

Posted on February 9, 2018February 1, 2018 by coreeducation

A study conducted by American Institutes for Research (AIR) for the Institute of Education Sciences (IES) shows that even small amounts of the right kind of feedback to teachers and principals can have a positive effect on student achievement in math. These findings are important for states and districts looking for ways to boost educator Read more about Study Finds Feedback to Teachers and Principals Can Improve Student Achievement in Math[…]

Implementation and Impacts of Pay-for-Performance Across Four Years

Posted on January 12, 2018January 5, 2018 by coreeducation

The Institute of Education Sciences has released the fourth and final evaluation report on the Teacher Incentive Fund (TIF) grants, which were awarded in 2010 to support performance-based compensation systems for teachers and principals in high-need schools. The report, conducted by IES’ National Center for Education Evaluation and Regional Assistance (NCEE), provides basic implementation information Read more about Implementation and Impacts of Pay-for-Performance Across Four Years[…]

Two New Studies show Principals Reluctant to give Low Ratings on Teacher Evaluations

Posted on August 28, 2017August 16, 2017 by coreeducation

A study of 100 principals from Miami-Dade County Public Schools finds that while teacher effectiveness varies substantially, principals’ evaluations of teachers often fail to differentiate performance among teachers. In this study, researchers Jason A. Grissom and Susanna Loeb offer new evidence on principals’ subjective evaluations of their teachers’ effectiveness using two sources of data from Read more about Two New Studies show Principals Reluctant to give Low Ratings on Teacher Evaluations[…]

How DC Schools Are Revolutionizing Teaching

Posted on June 15, 2017June 15, 2017 by coreeducation

When most people think of school reform in the District of Columbia, they probably remember the Time magazine cover photo of former Chancellor Michelle Rhee with a broom in her hand and a hard look on her face. In leading the school system from 2007 to 2010, she was the polarizing public image of a Read more about How DC Schools Are Revolutionizing Teaching[…]