The problem related to this study was to develop a clearer understanding of the impact of Tennessee's Value-Added Assessment System (TVAAS) on school superintendents' decision-making responsibilities in view of school reform efforts at both the national and state levels during the last decade. The purpose of this study was to identify relationships between three independent variables (superintendents' years of experience, superintendents' perceived degree of personnel acceptance, and superintendents' perceived technical assistance availability for data analysis and interpretation of results) and superintendents perceptions of the system on eight aspects (student learning; teacher performance; school system success; educational accountability; educational equality; assessment decisions; personnel decisions; and, curriculum and professional development decisions). Superintendents in the 139 Tennessee school systems were surveyed using an instrument containing 51 response items. The return rate was 81% (N = 112). Six research questions were answered by analyzing 24 null hypotheses using the chi square test, with Kendall's Tau-B for determining strength of relationships. Hypotheses were tested at the.05 level of significance. All null hypotheses related to superintendents' perceived degree of school personnel acceptance were rejected, with the exception of personnel decisions. All null hypotheses related to superintendents' years of experience were retained. The null hypothesis related to superintendents' perceived TVAAS technical assistance received and educational accountability was rejected. All other null hypotheses related to superintendents' perceived technical assistance availability regarding data analysis and interpretation of value-added assessment results were retained. Results indicated the practice of participatory leadership among Tennessee superintendents. Recommendations included further research to determine possible differences between rural and urban school systems and between elected and appointed superintendents across Tennessee.

On average, teachers in the United States are absent for 9.6 days of student instruction per school year, while in this study's rural Northeast Ohio school district, teachers averaged 16.2 absences in the 2015-16 school year. Teacher absence is a concern because the classroom teacher is often considered the most crucial school-related influence on student achievement. Guided by Bowlby's attachment theory, the purpose of this study was to examine the possible predictive relationships between teacher absences for sick/personal and professional leave as well as other teacher-related variables, including teaching experience, teacher education level, and teacher evaluation results, with the outcome variables of student achievement in 4th through 8th grade English language arts and math. In this quantitative correlational study, data from 36 4th through 8th grade English language arts and math teachers were examined using simple and multiple linear regression models. Results indicated that none of the 5 teacher-related variables were significantly predictive of student achievement. Despite these non-significant results, the district's Board of Education expressed concerns about the public's perception of the district's teacher attendance rate. To address the Board's concern, a 3-day professional development program was created for the Board, administrators, and teachers to collaborate and recommend strategies to increase teacher attendance. The knowledge gained from implementing this project will promote positive social change by offering this and other school districts a variety of options to support the consistent attendance of teachers, which may, in turn, enhance student-teacher relationships, student-teacher engagement, and potentially student achievement over time.

This sequential mixed methods study addressed the need for research that both described and explained how teachers of varying experience respond to administrative evaluative feedback. Formative evaluation theory of Scriven and professional growth models of Steffy and Fessler served as theoretical models for data analysis. An online survey asking teachers how they changed their practices and what accounted for their response was received from 270 teachers in 1 Midwestern state. Of these, 9 teachers of varying experience were interviewed. The quantitative data showed that most teachers do not change practices on the 8 state teaching standards in response to feedback. An independent sample t test revealed statistically significant differences between teachers of varying experience in 3 standards: support of district goals, classroom management, and instruction. . An ANOVA found no significant effect between teaching experience and the length of time since the feedback was provided to the teacher. Qualitative data found a variety of social, personal, organizational, and student-based needs that accounted for teachers' response to feedback. In teachers that made changes to practices, administrator suggestion was the most important factor, but conversations with colleagues were also important. However, most teachers did not receive formative feedback. Organizational factors such as state initiatives to change instruction influenced teachers of more experience than novice teachers. These findings can help administrators improve the formative effect of their feedback. Understanding how evaluative feedback leads to changes in teaching practices should improve feedback systems in schools across the nation which subsequently should lead to in more effective teaching practices.

In the quest to achieve better academic outcomes for all students, the focus in education has shifted to a model of accountability. The most recent trend in the accountability movement is a focus on the effect of teachers in promoting student achievement. Research has found that teachers have the most significant school level impact on student achievement, and increases in teacher effectiveness could have major implications for the learning outcomes of students across the nation. Much of the current focus in teacher evaluation reform centers on methods through which teachers can be more accurately evaluated based on their contributions to student learning. In the push towards greater accountability for teachers, the development of measures that are both fair for teachers and lead to stronger outcomes for students are critical to seeing long-term improvements in the education system. This report explores variability and stability of value-added measures over time by looking in depth at the methods, assumptions, limitations, and implementation of the most commonly used value-added models across the country and the research about the correlations of these measures over time. This research is followed by a case study of a de-identified large urban school district implementing a teacher evaluation system that uses both a commercially produced value-added measure and an alternative student-growth measure to make high stakes decisions about teacher effectiveness. The findings from this case study show correlations that do not differ significantly from the prior research on the year-to-year variability in teacher value-added measures, but urge for continued evaluation of these measures over time, especially in high-stakes decisions. Ultimately, value-added measures are only as useful as their effectiveness in influencing the core outcomes of teaching and learning, and therefore these measures must be carefully integrated into and validated against holistic assessments of teacher effectiveness in order to truly impact student outcomes. / text

While teacher quality is recognized as a critical component in school reform, and the pursuit of new teacher evaluation systems has gained national attention, the question of whether proposed teacher assessment models meet the needs of special education teachers has gone largely unnoticed. Current efforts to design teacher evaluation processes that accurately distinguish between effective and ineffective teachers must take into account the difficulties of using new, innovative evaluation systems to appraise teachers who serve students with disabilities. Important differences in the roles, expertise, and circumstances in which special education teachers carry out their responsibilities result in challenges related to the use of observation protocols in evaluating instructional practices, obtaining valid measures of student progress, and understanding the relevance of teacher credentials (i.e., degrees earned and certification) in the special education setting. Through this qualitative research dissertation, the researcher sought to gain insight into the perceptions and experiences of special education teachers and administrators to better understand (a) the relationship between teacher evaluation and teacher effectiveness; (b) the ways in which educators approach the challenges of applying teacher evaluation systems for special education teachers; and (c) the ways in which teacher evaluation processes support the professional growth and development of special education teachers. / text

Esta dissertação tem como objetivo analisar teoricamente como as avaliações de professores podem auxiliar, através da expansão da base informacional,na construção de uma política educacional voltada para a melhoria da qualidade da educação dentro do framework proporcionado pela Abordagem das Capacitações de acordo com a perspectiva de Martha Nussbaum. Procura-se analisar os aspectos considerados mais relevantes da educação na literatura das capacitações e das avaliações de professores, em especial em relação ao que cada formato e metodologia avaliativa é capaz de medir. Por fim, foi propõe-se a utilização de um formato e de duas das seis metodologias de avaliação de professores analisadas a fim de aprimorar a base informacional utilizada na construção de um índice de desenvolvimento educacional. / This dissertation aims to analyze theoretically how teachers' assessments can help, through the expansion of the information base, in building a focused educational policy to improve the quality of education within the framework provided by the Capability Approach in accordance with the prospect of Martha Nussbaum. It seeks to analyze the most relevant aspects of education in the capability’s literature and teachers’ evaluations, especially in relation to what each format and evaluative methodology is able to measure. Finally, it is suggested the use of one format and two of the six analized teachers’ assessment methodologies to improve the informational base used in the construction of an educational development index.

SILVA, Débora Marques da. Avaliação do professor pelo aluno: o ensino e a prática avaliativa em geografia em escolas públicas municipais de Fortaleza/CE. 2015. 246f. – Tese (Doutorado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2015. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-01-19T12:27:54Z No. of bitstreams: 1 2015_dis_ohaaraujo.pdf: 984456 bytes, checksum: 27d0918a997a5dfc1a898462f3be22df (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2016-01-19T15:18:52Z (GMT) No. of bitstreams: 1 2015_dis_ohaaraujo.pdf: 984456 bytes, checksum: 27d0918a997a5dfc1a898462f3be22df (MD5) / Made available in DSpace on 2016-01-19T15:18:52Z (GMT). No. of bitstreams: 1 2015_dis_ohaaraujo.pdf: 984456 bytes, checksum: 27d0918a997a5dfc1a898462f3be22df (MD5) Previous issue date: 2015 / A pesquisa “Avaliação do Professor pelo Aluno: O Ensino e a Prática Avaliativa em Geografia em Escolas Públicas Municipais de Fortaleza/CE” apresenta um estudo sobre o ensino enfatizando o processo avaliativo que permeia a prática docente realizada na disciplina de Geografia no ano letivo de 2013. O objetivo geral da pesquisa refere-se à analise, na avaliação do professor pelo aluno, da compatibilidade entre ensino, aprendizagem e métodos de avaliação aplicados no ensino de Geografia. Desse modo, os ¬¬¬¬¬¬objetivos a serem alcançados consistiram em observar como os alunos do 9º ano avaliam seus professores de Geografia quanto às metodologias do ensino de Geografia e as práticas avaliativas utilizadas; aos conceitos chaves de Geografia tratados em sala de aula, à utilização dos recursos visuais no ensino da Geografia e se a formação do professor interfere na avaliação feita pelo aluno. A investigação fundamenta-se nos autores Hadji (2001), Luckesi (2003, 2006) e Perrenoud (1999), por apresentarem a concepção de avaliação Diagnóstica e Formativa como nova proposta de avaliação do ensino e aprendizagem que contribui para a reflexão sobre as práticas avaliativas no ensino de Geografia. Além disso, a Teoria do Desenvolvimento Cognitivo de Jean Piaget também foi utilizada para a compreensão das características e possibilidades de aprendizagem e de avaliação do professor de Geografia pelo seu corpo discente. Além desses autores o referencial para a pesquisa abrangeu leituras sobre o processo de avaliação do ensino e aprendizagem no âmbito escolar para relacioná-lo ao ensino de Geografia e o uso dos documentos oficiais: Lei de Diretrizes e Bases da Educação nº 9.394/96 e Parâmetros Curriculares Nacionais de Geografia. A investigação abrange a área geográfica das escolas públicas municipais de Ensino Fundamental de Fortaleza, distribuídas nas seis Regionais/Distritos da cidade com um total de 93 escolas. Para a composição da amostra, foram sorteadas 23 escolas, correspondendo a 25% do total da população de escolas. Nas escolas selecionadas aplicou-se um questionário de caracterização do professor de Geografia do 9º ano e, nos alunos, um questionário de caracterização com uma escala de avaliação do professor de Geografia pelos seus alunos com vinte e três itens (23) medidos com uma escala de Liquert com três categorias de medida. Os dados obtidos com a aplicação dos instrumentos foram transcritos para um arquivo próprio do software SPSS (Statistical Package for the Social Sciences), versão 20.0 para windows onde foi realizada a análise e interpretação dos dados obtidos. A análise métrica da escala revelou indicadores compatíveis com um instrumento de medida adequado à mensuração desejada. A análise fatorial da escala com o método dos componentes principais e rotação VARIMAX mostrou que a escala mede três componentes abrangendo os três primeiros objetivos específicos. A análise de regressão linear múltipla, tendo como variável dependente a nota na escala e como variáveis independentes as variáveis de caracterização do professor e do aluno levou a um modelo final com sete variáveis independentes sendo que, entre essas, a variável independente com a maior relação com a variável dependente no modelo refere-se à formação do professor de Geografia. Desse modo o quarto objetivo específico foi alcançado com a análise de variância (modelo linear geral), tendo como variável independente a nota na escala e como variáveis de classificação a graduação do professor em Geografia e o tipo de pós-graduação cursada. A análise dos dados mostrou que os professores de Geografia na avaliação dos alunos: a - pouco se utilizam de recursos visuais voltados para a alfabetização cartográfica, b - em relação às metodologias de ensino e às práticas avaliativas os professores utilizam diversas formas de avaliar, porém a avaliação não chega a se caracterizar como avaliação formativa e sim como somativa, c - os conceitos chaves da Geografia são bem trabalhados, porém somente de forma expositiva e, d - os professores com curso de graduação e pós-graduação em ensino de Geografia foram os mais bem avaliados pelos alunos.

Esta dissertação tem como objetivo analisar teoricamente como as avaliações de professores podem auxiliar, através da expansão da base informacional,na construção de uma política educacional voltada para a melhoria da qualidade da educação dentro do framework proporcionado pela Abordagem das Capacitações de acordo com a perspectiva de Martha Nussbaum. Procura-se analisar os aspectos considerados mais relevantes da educação na literatura das capacitações e das avaliações de professores, em especial em relação ao que cada formato e metodologia avaliativa é capaz de medir. Por fim, foi propõe-se a utilização de um formato e de duas das seis metodologias de avaliação de professores analisadas a fim de aprimorar a base informacional utilizada na construção de um índice de desenvolvimento educacional. / This dissertation aims to analyze theoretically how teachers' assessments can help, through the expansion of the information base, in building a focused educational policy to improve the quality of education within the framework provided by the Capability Approach in accordance with the prospect of Martha Nussbaum. It seeks to analyze the most relevant aspects of education in the capability’s literature and teachers’ evaluations, especially in relation to what each format and evaluative methodology is able to measure. Finally, it is suggested the use of one format and two of the six analized teachers’ assessment methodologies to improve the informational base used in the construction of an educational development index.

abstract: Teacher evaluation policies have recently shifted in the United States. For the first time in history, many states, districts, and administrators are now required to evaluate teachers by methods that are up to 50% based on their "value-added," as demonstrated at the classroom-level by growth on student achievement data over time. Other related instruments and methods, such as classroom observations and rubrics, have also become common practices in teacher evaluation systems. Such methods are consistent with the neoliberal discourse that has dominated the social and political sphere for the past three decades. Employing a discourse analytic approach that called upon a governmentality framework, the author used a complementary approach to understand how contemporary teacher evaluation polices, practices, and instruments work to discursively (re)define teachers and teacher quality in terms of their market value. For the first part of the analysis, the author collected and analyzed documents and field notes related to the teacher evaluation system at one urban middle school. The analysis included official policy documents, official White House speeches and press releases, evaluation system promotional materials, evaluator training materials, and the like. For the second part of the analysis, she interviewed teachers and their evaluators at the local middle school in order to understand how the participants had embodied the market-based discourse to define themselves as teachers and qualify their practice, quality, and worth accordingly. The findings of the study suggest that teacher evaluation policies, practices, and instruments make possible a variety of techniques, such as numericization, hierarchical surveillance, normalizing judgments, and audit, in order to first make teachers objects of knowledge and then act upon that knowledge to manage teachers' conduct. The author also found that teachers and their evaluators have taken up this discourse in order to think about and act upon themselves as responsibilized subjects. Ultimately, the author argues that while much of the attention related to teacher evaluations has focused on the instruments used to measure the construct of teacher quality, that teacher evaluation instruments work in a mutually constitutive ways to discursively shape the construct of teacher quality. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2014

nÃo hà / Este trabalho discorre sobre a avaliaÃÃo docente no Instituto Federal de EducaÃÃo, CiÃncia e Tecnologia do Cearà (IFCE) - campus de Sobral, cuja relevÃncia ancorou-se na relaÃÃo entre o fim a que se destinam a avaliaÃÃo de desempenho instituÃda e o uso dos resultados, considerando sua importÃncia para a retroalimentaÃÃo da prÃtica docente. Assim, o estudo teve como objetivo geral analisar as expectativas dos envolvidos no processo de avaliaÃÃo de desempenho docente do IFCE, campus de Sobral, com relaÃÃo ao uso dos resultados avaliativos para o aprimoramento do ensino. Especificamente, buscou-se: conhecer as formas de divulgaÃÃo dos resultados da avaliaÃÃo de desempenho docente Ãs audiÃncias envolvidas, averiguando como à percebida a relaÃÃo entre a finalidade do processo avaliativo e os resultados obtidos na perspectiva dos professores, alunos e gestores; descrever, a partir da percepÃÃo dos docentes, alunos e gestores, o instrumento utilizado para avaliar o desempenho dos professores, destacando atà que ponto essa ferramenta reflete o contexto em que se realiza o trabalho docente; investigar a influÃncia do feedback individualizado concedido aos professores para a melhoria da prÃtica docente; caracterizar o vÃnculo entre as decisÃes institucionais e o processo de avaliaÃÃo de desempenho docente; identificar, nas expectativas dos alunos, professores e gestores envolvidos no processo de avaliaÃÃo de desempenho docente, as relaÃÃes possÃveis de serem estabelecidas entre essa avaliaÃÃo e aquilo que eles consideram um bom ensino. No que concerne aos procedimentos metodolÃgicos, alÃm do carÃter descritivo, foi adotada a abordagem quali-quantitativa, buscando-se a integraÃÃo dos dois enfoques por meio da triangulaÃÃo entre mÃtodos, onde se utilizou da combinaÃÃo da entrevista semiestruturada com o questionÃrio para a coleta dos dados. A populaÃÃo analisada foi composta por 1.093 sujeitos docentes e discentes. Com os docentes, realizou-se um censo. Jà com os discentes, estudou-se uma amostra probabilÃstica estratificada, composta por 281 estudantes. Os achados da pesquisa evidenciaram, entre outros dados, que hà fragilidades no protocolo avaliativo investigado, assim como no cerne das expectativas dos envolvidos encontra-se a urgÃncia de elevar a eficiÃncia das formas e usos dos resultados oriundos da avaliaÃÃo de professores baseados na opiniÃo de estudantes. / This research discusses about teaching evaluation in Instituto Federal de EducaÃÃo, CiÃncia e Tecnologia do Cearà (IFCE) â campus of Sobral, whose relevance had anchored the relationship between the purpose it was intended for performance evaluation instituted and the using the results, considering the importance of them to the feedback of teaching practice. So, the overall goal of the study was to analyze the expectations of those involved in the process of teacher evaluation in IFCE, campus of Sobral, in relation to the using the evaluative results for improvement of teaching. The research had sought specifically: to know the forms to disclose the evaluation of teaching performance results to the involved listeners, verifying how is perceived by instructors, students and administrators the relation between the finality of evaluative procedure and the obtained results; to describe, from the instructorsâ, studentsâ and administratorsâ perception, the instrument used to evaluate the instructorsâ performance, detaching the extent to which that appliance reflects the context wherein the teacher work is realized; to investigate the influence of individualized feedback conceded to teachers to improve their practices; to characterize the bond between the institutional decisions and the teacher performance; to identify, in expectations of students, instructors and administrators involved in the performance of teacher evaluation procedure, the relations that can be established between that evaluation and what is considered a good teaching. In respect the methodological methods, beyond the descriptive character, a qualitative and quantitative approach was used, objectifying the integration of both approachs by means of triangulation between methods, using the combination of semi-structured interview with questionnaires to collect the data. The analyzed population was composed of 1.093 subjects(instructors and students). With the instructors a census was realized. In relation to students, the research has studied a sample stratified probalistic comprising 281 students. The findings of the research have evidenced, among other data, that there are fragilities in the investigated evaluative protocol, and in the core of involved subjectsâ expectations one finds the urgency to enhance the efficiency of ways and use of the results arising from evaluation of instructors based on studentsâ opinion.