Teacher Evaluation, Performance-Related Pay and Constructivist Instruction

• In Event: Roundtable Session 1
  In Roundtable Session: Critiques of Performance (Broadly Defined) in Teacher Education

Abstract

Using statewide longitudinal data from Teachers’ Opportunity to Learn survey for middle school mathematics teachers, this study examined the characteristics of teacher evaluation for determining performance-related pay (PRP), and the relationship between PRP and improvement in the practice of constructivist instruction. The study found that most of the PRP recipients were evaluated by school principals, who conducted classroom observations and face-to-face meetings to assess teachers’ instructional practice and professional development activities. The percentages increased significantly for PRP recipients who had student achievement data in the evaluation from 2008-2009 to 2009-2010. This study found a modest yet positive association between PRP and practice of constructivist instruction, but not between PRP and improvement in the practice of constructivist instruction.

Authors

• Guodong Liang, Community Training and Assistance Center (CTAC)

• Motoko Akiba, Florida State University