The state of Oregon, like many states, requires its districts’ teacher evaluation systems to include measures of student learning as well as a measure of teachers’ professional practice. State guidelines require use of state test data in assessed grades as one of the measures, but allow districts flexibility in which additional assessments to use and which source of information to prioritize when evaluating teachers. This study used existing data from one school district to compare students’ performance on a state reading and literature assessment to their performance on reading curriculum-based measures, and the degree to which measures of teaching practices relates to both types of student outcomes. Results are interpreted with consideration of how the district implements their measure of teaching practice. Results from this study may help inform decisions the district will face as they continue to refine their teacher evaluation system in accordance with state guidelines, while elucidating challenges that such systems pose.

This research is an historical account of the development of teacher evaluation in Chinese elementary schools. Descriptive by nature, it reviews the historical origins that have shaped the teaching profession and evaluation practice. It also describes the effort made by the government and educators in the reform to improve the elementary school teacher evaluation system in China. The findings of this research focus on the complexity and problems in the teacher evaluation system and painful struggles teachers have experienced. Suggestions are provided in terms of possible improvement of the teacher evaluation system and establishment of national evaluation standards to facilitate real practice in the future.

This study aims at the faculty evaluation current situation analysis to make the discussion analysis, the research object contains 96 academic years three universities in Taiwan proceed faculty evaluation . The methods of this study are the analysis of literature, the analysis of documents and semi-structured interviews. The results of this study include of following: 1.Analyzing, reorganizing, inducing the practical practice of the demestic and foreign faculty evaluation, and establishing the criterions of the faculty evaluation for this study. 2.Comparing and Analyzing the faculty evaluation laws difference of three universities in Taiwan . 3.Comparing and Analyzing the faculty evaluation administer mechanism difference of three universities in Taiwan . 4.Comparing and Analyzing the faculty evaluation the current problems difference of three universities in Taiwan . 5.Proposing suggestions for improving the faculty evaluation to the authorities of education and public and privately universities in Taiwan acccoding the findings of this study.

The purpose of the present study was to determine whether expert evaluators' assessments of teachers vary between observations of rehearsal frames that demonstrate effective student behavior change and observations of full rehearsals. Ten experienced evaluators rated 12 music teachers on 10 criteria. The evaluators first observed brief video recordings of two rehearsal frames (RF) of each teacher and then a recording of a full rehearsal (FV) taught by the same teacher. The evaluators rated the teachers on all 10 criteria following each observation. Evaluators in the present study tended to rate teachers more highly and express greater confidence in their ratings in the FV condition than in the RF condition. These differences indicate that observing brief video episodes of teaching does not lead to the same ratings of teacher effectiveness as does observing video recordings of full rehearsals. The differences between the two conditions were larger in terms of evaluator confidence (29% higher confidence ratings in the FV condition) than in terms of ratings of teacher effectiveness (7% higher ratings in the FV condition). Although all teachers were rated more highly overall in the FV condition than in the RF condition, the differences between the two conditions were small and varied considerably among teachers and among evaluators. / text

This study was conducted to gain insight into the challenges and issues facing a relatively new (2nd year on the job) principal of a rural high school in relation to effectively evaluating teachers using a state mandated program referred to as Mississippi Statewide Teacher Appraisal Rubric (MSTAR). Okolona High School (OHS), a secondary school, in a problem-laden school district located in Okolona, Mississippi served as the site for the study. The MSTAR acronym refers to the state’s new evaluation program for teachers developed by the Mississippi Department of Education (MDE).

Positive transition from a traditional schedule to a block schedule involves not only much investigation and planning but also the successful acclimation of teachers to the necessary changes in how they deliver instruction. With this being said, the importance of teacher evaluation and professional development can not be understated. This study investigates the evolution of the teacher evaluation process and professional development after the adoption of a 4x4 model of block scheduling. Data were collected from 6 Virginia public schools by means of principal interviews, teacher interviews, and analysis of the individual school division's teacher evaluation methods and procedures. It was found that the 6 evaluation models shared similar components. The teachers and administrators believed that the models had not significantly changed since the adoption of block scheduling and, with some alterations by the administrators, did adequately evaluate teachers of 4x4 block scheduled schools. The most frequently offered suggestion for improvements to the block scheduled teacher evaluation process involved a larger narrative component. Considering both teacher and administrator comments, the researcher concluded that teacher developed portfolios would be a valuable part of the teacher evaluation process. / Ed. D.

The problem of this study is to educe and examine philosophical ideas embedded in major models of teacher evaluation. This study is qualitative, involving the presentation and analysis of ideas which affect educational practice.

This study examined the validity evidence of a standards-based teacher evaluation system implemented at seven Title I schools in a central Texas school district with financial support from the federal Teacher Incentive Fund. The researcher attempted to determine whether the evaluation system accurately identified the level of teacher performance by correlating the system’s metrics with a criterion, which was a value added estimation of student achievement. Teacher data included 2012-2013 classroom observation scores, multiple portfolio ratings, and demographic characteristics. Student level data included 2012-2013 mathematics and reading scale scores on the State of Texas Assessment of Academic Readiness (STAAR). Prior achievement from 2011-2012 and student demographic data from 2012-2013 were also used during the calculation of the value added estimations. When the correlations were combined by subject across grade levels, several metrics showed positive and statistically significant relationships in mathematics. These correlations suggest that these measures are valid. At the same time, the study identified a number of statistically significant negative correlations that call for further research on the evaluation system. The relationships identified in reading are especially concerning because almost all of the evaluation metrics were negatively correlated with student achievement. / text

This study examines the views of administrators (i.e. principals and vice-principals) in Ontario, Canada with regards to the province’s Teacher Performance Appraisal process. A total of 178 responses were collected to a web-based survey that examined five areas: 1) Preparation and training; 2) Classroom observations; 3) Preparing the formal evaluation; 4) The impact on teaching practice; and 5) Improving the process. Results indicate that administrators did not receive extensive training and of the training they did receive, most did not find it very useful. Most administrators did not feel strongly that the classroom observations adequately assessed teacher practice and most did not feel that there had been substantial improvement in teacher practice in their schools as a result of the process. The most common suggestions for improvement were to have more classroom observations, some of which are unannounced; evaluate teachers more frequently; and have more than two rating categories.

This study examines the views of administrators (i.e. principals and vice-principals) in Ontario, Canada with regards to the province’s Teacher Performance Appraisal process. A total of 178 responses were collected to a web-based survey that examined five areas: 1) Preparation and training; 2) Classroom observations; 3) Preparing the formal evaluation; 4) The impact on teaching practice; and 5) Improving the process. Results indicate that administrators did not receive extensive training and of the training they did receive, most did not find it very useful. Most administrators did not feel strongly that the classroom observations adequately assessed teacher practice and most did not feel that there had been substantial improvement in teacher practice in their schools as a result of the process. The most common suggestions for improvement were to have more classroom observations, some of which are unannounced; evaluate teachers more frequently; and have more than two rating categories.