Evaluations of Literacy Instruction: Observation Protocols and Implications for Accountability and Professional Growth

• In Event: Methodological Issues in Teacher Evaluation Policy

Abstract

The purpose of this paper is to explore the characteristics of observation protocols that are associated with alignment to other measures of effectiveness and to discuss the nature of feedback that can be generated from data gathered by these different types of observation protocols. This investigation is part of a larger comparative study of various tools for the observation of English/Language Arts instruction as used within teacher evaluation systems across the country. The study uses the Measures of Effective Teaching (MET) Longitudinal Database as a source for videos of classroom instruction, and compares the focus, alignment and output of contrasting protocols for teacher observation.

Authors

• Rachael Gabriel, University of Connecticut

• Kimberly LeChasseur, University of Connecticut

• Sarah L. Woulfin, University of Connecticut