Teacher evaluation reform implementation and labor relations

Pogodzinski, Ben; Umpstead, Regina Rose; Witt, Jenifer

doi:10.1080/02680939.2014.999827

Cited by 11 publications

(6 citation statements)

References 37 publications

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“…Teacher evaluation systems have been a controversial topic in recent years and, as a progressive wave of educational changes meets school districts across the nation, questions of their legitimacy and impact arise (Arnodah, 2013; Pogodzinski, Umpstead, & Witt, 2015). This scrutiny may provide a basis for improving teacher evaluation systems and creating effective change.…”

Section: Purpose and Aims Of The Researchmentioning

confidence: 99%

“…Teacher evaluation systems have been a focus of reform efforts due to inconsistencies in the implementation of strategies for identifying effective and ineffective teachers (Pogodzinski, Umpstead, & Witt, 2015; The New Teacher Project, 2010). Evaluation systems vary from state to state and from district to district, often involving only administrator or principal judgments as to the level of teacher effectiveness.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Evaluation systems vary from state to state and from district to district, often involving only administrator or principal judgments as to the level of teacher effectiveness. Reform efforts have concentrated on adding elements to evaluation systems, such as value-added measurement, although little research has addressed how teacher evaluations and feedback received through evaluation processes are linked to professional development planning and teachers’ confidence in delivery of instruction (Pogodzinski et al, 2015; The New Teacher Project, 2010).…”

Section: Literature Reviewmentioning

confidence: 99%

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Teacher Evaluation Feedback and Instructional Practice Self-Efficacy in Secondary School Teachers

Smith

Starratt

McCrink

et al. 2019

Educational Administration Quarterly

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Purpose: This study, which investigated the relationship between veteran secondary school teacher perceptions of evaluation feedback and self-efficacy of instructional practice, was driven by the research question: What is the relationship among evaluation processes, teacher perceptions of evaluation feedback, and veteran secondary education teacher self-efficacy toward personal instructional practice? Method: Participants were recruited from two school districts in west central Florida. The study tested two hypotheses. Hypothesis 1: Veteran secondary teachers self-efficacy of instructional practice will be related to both evaluation system type (standard vs. nonstandard) and specificity of feedback (high vs. low specificity). Hypothesis 2: Veteran secondary school teacher perceptions of the characteristics of evaluation feedback will predict teacher self-efficacy toward personal instructional practice. The study instrument included the Teachers’ Sense of Efficacy Scale (TSES; Tschannen-Moran & Hoy, 2001) and additional feedback-related questions. Teachers were recruited through gatekeepers at the two districts and invited to take the online survey. Results: In a test of Hypothesis 1, analysis of variance revealed that teachers who reported receiving specific evaluation feedback also reported higher teacher self-efficacy compared with teachers who reported receiving nonspecific evaluation feedback, although there were no differences related to standard versus nonstandard evaluation systems. To test Hypothesis 2, multiple regression analysis showed the perceived value of feedback to be the strongest predictor of teacher self-efficacy. Conclusions: These findings, which link teacher perceptions of evaluation feedback to teacher self-efficacy of instructional practice, have the potential to inform the creation of improved professional development practices.

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Section: Purpose and Aims Of The Researchmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Teacher Evaluation Feedback and Instructional Practice Self-Efficacy in Secondary School Teachers

Smith

Starratt

McCrink

et al. 2019

Educational Administration Quarterly

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“…Addressing issues of procedural evaluations is not a task that only policy makers in Ontario or other provinces need to undertake. Policy makers in the United States need also to increment their teaching evaluation system considering that studies (Cohen & Goldhaber, 2016;Darling-Hammond, 2015;Pogodzinski et al, 2015) suggest that the teacher evaluations have been a source of collective bargaining controversies in the United States. Cohen and Goldhaber (2016) and Darling-Hammond (2015) argue for the need for education policy makers to improve the systems of teacher performance evaluations for more accuracy, transparency and fairness.…”

Section: Implications For Evaluation Policy Incrementalmentioning

confidence: 99%

Teacher Performance Appraisal Regulation: A Policy Case Analysis

Dandalt

Brutus

2020

NASSP Bulletin

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This article uses an analysis of the language used in the Teacher Performance Appraisal Technical Requirements Manual in Ontario to highlight some procedural issues. Arguably, the existence of flaws in the teacher evaluation system is not only limited to evaluation practices but is also embedded in evaluation regulations. Furthermore, the article provides a novel example of how a study of teacher evaluation systems can go beyond teachers’ perspectives of evaluation practices and can also consider teacher evaluation regulations as a source of empirical inquiry and a form of knowledge.

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“…Unlike these well-performing nations, researchers in the US contend that their current evaluation systems have failed to separate teachers who are effective from those who are not (Pogodzinski, Umpstead & Witt, 2015), even though a heavy emphasis on both teacher and student testing requirements are emphasized. While each state sets its own procedures for licensure, teachers in almost all states are required to pass at least three tests, including multiple-choice tests of basic skills, subject matter, and teaching knowledge, in order to become licensed.…”

Section: Licensure Around the Worldmentioning

confidence: 99%

An Examination of the Qatari Licensure System: Giving Voice to Educators at Government-Funded Schools

Abu-Tineh¹,

Sadiq²,

Al-Mutawah³

et al. 2017

JETS

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The issue of developing a comprehensive licensure system aligned with professional standards for teachers and school leaders has received considerable attention in recent years. As part of the Qatari educational reform in recent years, teachers and school leaders are held accountable to offer quality education for all students. The current study thus examined the experiences of educators in Qatar with the licensure process currently implemented at government-funded school. Using a survey study design, a total of 1,669 participants expressed their perceptions on the strengths and weaknesses of the licensure system, the professional standards, and the professional portfolio. Findings included participants' beliefs on the importance of the licensure system in improving their performance, the necessity of using the professional standards as tools for professional growth and development, and the importance of refining the professional portfolio for authenticity and reliability. Documenting teachers' and school leaders' voices was fundamental in finding ways to successfully drive future developments of the licensure system. The findings may also provide implications for other countries interested in developing or refining their own appraisal systems.

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Teacher evaluation reform implementation and labor relations

Cited by 11 publications

References 37 publications

Teacher Evaluation Feedback and Instructional Practice Self-Efficacy in Secondary School Teachers

Teacher Evaluation Feedback and Instructional Practice Self-Efficacy in Secondary School Teachers

Teacher Performance Appraisal Regulation: A Policy Case Analysis

An Examination of the Qatari Licensure System: Giving Voice to Educators at Government-Funded Schools

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