Administrator Certification in the Context of a Consequential Teacher Evaluation System

• In Event: 75.014 - Organizational Improvement, School Climate, and Educational Reform: Inspiring Hope, Massaging Tensions, and Encouraging Reflection

Abstract

Teacher evaluation reforms are sweeping the nation. The observation protocols that are a part of all systems often require observers to be certified. Recent studies suggest that sizable proportions of observers struggle to pass certification (i.e., the process observers must complete to be eligible to observe teachers independently) and they subsequently exhibit unacceptable levels of reliability and accuracy. Many districts understand the challenges they face and are concerned, yet existing research offers only modest insights and advice (e.g., Gitomer et al., 2012). To address this gap in the literature, we present findings from a study of over 700 principals, assistant principals, and other district personnel being trained as observers in Los Angeles Unified School District (LAUSD).

Authors

• Courtney A. Bell, ETS

• Nathan Jones, Boston University

• Jennifer M. Lewis, Wayne State University

• Yi Qi, Educational Testing Service

• David Kirui

• Monica McLeod, Detroit Public Schools