Multimethod Educator Evaluation: Relations Between the Danielson Framework for Teaching and Classroom Strategies Scale

• In Event: Roundtable Session 57
  In Roundtable Session: Rethinking High-Stakes Assessments: College Readiness, State Comprehensive Assessments, and Educator Evaluation in the United States and Abroad

Abstract

In the current era of high-stakes evaluation for teachers, school districts are increasingly being mandated to use state approved teacher practice assessments linked to effective instructional practices and standards. Thus there is a need for additional research on the validity of scores from such assessments for high-stakes decision making. The objective of this study is to examine the relations between scores from the Danielson Framework for Teaching (Danielson, 2013) and the Classroom Strategies Scale – Observer Form (Reddy & Dudek, 2014). Preliminary results revealed that the two separate instruments measure conceptually similar and dissimilar constructs that could provide value to a comprehensive educator evaluation. Implications of these results for practice and future research on teacher evaluation are discussed.

Authors

• Adam Lekwa, Rutgers University

• Linda Reddy, Rutgers University

• Christopher M Dudek, Rutgers University - New Brunswick/Piscataway

• Ryan J. Kettler, Rutgers University