An Innovative Approach to Studying the Implementation of a New Teacher Evaluation System in a Northeast State

• In Event: Roundtable Session 8
  In Roundtable Session: Innovations in Policy, Practice, and Research: Conducting Research on the Next-Generation Teacher Evaluation Systems Through a Collaborative Research Approach

Abstract

Objectives
The Regional Educational Laboratory-Northeast and Islands (REL-NEI) responded to a request from the New Hampshire Department of Education (NHDOE) to assist them in an implementation study of the state’s new framework for teacher evaluation being piloted in the state’s School Improvement Grant (SIG) schools in the 2012-13 school year. The purpose of this session is to describe this study, how it was conducted in partnership with the state education agency and how findings will be used to inform state efforts to scale-up to other districts in the state and stakeholders throughout the region.

It will focus on the collaborative aspects of the research study between the Regional Educational Laboratory Northeast and Islands (REL-NEI) and the New Hampshire Department of Education. The collaboration included the development of research questions, planning for data collection, the development and deployment of surveys.

Perspectives
Proponents of emerging models of collaborative research argue that involving practitioners in the research process bridges the divide between research and practice, builds capacity to incorporate systematic inquiry into regular decision-making processes within practitioner communities, and informs the research process itself by bringing together experts from diverse perspectives to engage in problem-solving work (Bryk, Sebring, Allensworth, Luppescu, & Easton, 2010; Coburn & Stein, 2010; Roderick, Easton, & Sebring, 2009). New federal funding lines echo this push toward a collaborative model, including the latest iteration of the Regional Educational Laboratory (REL) program. The REL program is structured so that researchers work collaboratively with stakeholders to design applied research studies and technical assistance projects through research alliances.

The study described in this session took place within the context of a regional alliance of state and district-level leaders focused on educator evaluation. This type of collaborative research has been important for the success of this particular initiative and suggests promising practices for similar researcher-practitioner partnerships.

Research Questions from the Study
Four research questions were developed jointly by the state and REL-NEI researchers:
1. What are the features of the teacher evaluation systems in the state’s SIG schools?
2. To what extent do schools implement the evaluation processes as intended?
3. What are the factors that influence implementation?
4. To what extent do districts use their multiple rating systems to differentiate across teachers?

Methods
The study was a mixed-method evaluation, drawing on analysis of district-developed plans, and surveys administered by the state and interviews of administrators and teachers conducted by REL-NEI researchers. Collection of aggregated summative ratings of teacher was also included in the study design.

Results
Lessons learned from the collaborative research process will be presented. REL-NEI’s experience with the state education agency suggests possible directions for collaborative work. In particular, collaboration includes interaction at the design and administration phases of the study through mechanisms such as an Advisory Committees composed of practitioners. It also suggests new, more interactive avenues for dissemination.

Authors

• Julie Riordan, Education Development Center, Inc.

• Natalie Lacireno-Paquet, WestEd