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• W974329940 abstract "I. Introduction: Teacher Evaluation Methods 204II. Teacher Evaluation Policy the States 206A. Race to the Top 206B. Controversy the States About Teacher Evaluation Methods 207III. Case Study: Florida 208A. The Florida Statute 209B. Delegation to Agencies for Rulemaking and History of Petition 210C. Rule and Petition Arguments 212D. Administrative Law Decision About Procedural Arguments 215E. Substantive Arguments 2151. The Rule Exceeded Grant of Rulemaking Authority and Enlarged, Modified, or Contravened 2172. Vague and Lacks Adequate Standards 2233. Arbitrary and Capricious 225F. Summary of Substantive Argument Analysis 226IV. Preventing Litigation 226V. Public Policy 229A. Efficacy of Tying Teacher Evaluations or Pay to Student Scores 229B. Work Environment for Teachers 231VI. Recommendations 232I. Introduction: Teacher Evaluation MethodsIn the national movement to improve educational results, and especially the current focus on test scores, the way teachers are evaluated is suggested by some as another way to improve public education. Many argue that the most influential school-based factor affecting student achievement is teacher quality.1 Some see teacher evaluations as an important part of measuring teacher quality and are unimpressed with the current teacher evaluation systems, especially since evaluations often neglect measures of instruction quality and student learning a direct and serious way.2 An Economic Policy Institute study argued that in practice, American public schools generally do a poor job of systematically developing and evaluating teachers.3 Evaluations often consist of checklists based on short classroom visits, with some items on the checklist not directly addressing quality of instruction.4 In addition to checklist items often being unsatisfactory, evaluators often give the same ratings to most of the teachers they evaluate and fail to discuss the evaluation results at a later date with the teachers.5While many problems exist with current teacher evaluations, education experts offer a variety of potential solutions. Choices include more detailed standards that focus on indicators of instruction and planning ability, evaluations based on teacher portfolios as well as observations, and multiple evaluations by multiple evaluators.6 Some of these systems focus more on improving instruction, rather than eliminating ineffective teachers.7One method of teacher evaluation uses student test scores to score teacher performance. There are three test-based accountability program approaches used the United States: status models, cohort-to-cohort change models, and value-added models.8 No Child Left Behind (NCLB) combines two of these approaches to test-based accountability programs.4 NCLB measures student scores of one group at one time against the state's annual measurable objective (a type of status model), while also comparing the change student scores over time and increasing the state's annual measurable objective each year (a type of cohort-to-cohort change model). …" @default.
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• W974329940 title "Teacher Evaluations Based on Student Testing: Missing an Opportunity for True Education Reform" @default.
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