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Exploring the Implementation and Effects of Various Levers in Multiple-Measure Teacher Evaluation
Fri, April 8, 12:00 to 1:30pm, Convention Center, Floor: Level Two, Room 209 BSession Type: Symposium
Abstract
High-stakes teacher evaluation has become a prominent component of today’s education policy landscape. Encouraged by federal incentives, states and districts across the country have moved quickly to design and implement standards-based, multiple-measure teacher evaluation systems. Yet amidst their rapid adoption, there remain lingering questions about these policies. This symposium will begin to fill common gaps in our knowledge surrounding the implementation and effects of teacher evaluation systems, such as: how organizational factors influence their enactment, how principals understand and utilize observation protocols, the validity of student learning objectives, and the impact of evaluation on teacher retention. Discussion following the presentations will provide opportunities for panelists and audience members to further shed light on, and build connections between, these important topics.
Sub Unit
Chair
Papers
Evaluating Teachers in the "Grand Experiment": How Organizational Context Shapes Policy Responses in New Orleans - Julie A. Marsh, University of Southern California; Katharine Omenn Strunk, University of Southern California; Susan C. Bush-Mecenas, University of Southern California; Jane Arnold Lincove, Tulane University; Alice Huguet, Northwestern University
Principals and the Validity of Observation Scores in High-Stakes Teacher Evaluation - Courtney A. Bell, ETS; Nathan Jones, Boston University; Jennifer M. Lewis, Wayne State University; Yi Qi, Educational Testing Service; Leslie Stickler, ETS
The Reliability and Validity of Teacher Scores Based on Student Learning Objectives - Katie H. Buckley, Harvard University
Observations and Exits: The Relationship Between Observational Measures of Teacher Effectiveness and Teacher Retention - Katharine Omenn Strunk, University of Southern California; Julie A. Marsh, University of Southern California; Edward Cremata, University of Southern California