Evaluating Low-Performing Teachers: Are Raters Able to Be Consistent in Classroom Observations?

• In Event: 41.083 - Roundtable Session 15
  In Roundtable Session: 41.083-11 - Considering Various Methodologies in Developing Supervision and Evaluation Skills

Abstract

This study examines the ability of intensely trained principals and assistant principals to consistently evaluate teachers that perform at the lower end of the teacher quality spectrum. The data come from a southeastern school district in which all principals and assistant principals (n=40) were tasked with using an observation instrument to score a videotaped lesson of a lower performing teacher. Raters then were asked to provide both an overall rating for the teacher and topics of importance to discuss with the teacher in a post-observation conference. The two key findings related to evaluating lower performing teachers are that consistency of ratings varies at both the district level and school level. This suggests using observations in high-stakes situations may be unwarranted.

Authors

• Sally J. Zepeda, University of Georgia

• Albert Manuel Jimenez, Kennesaw State University