Sentences with phrase «differentiated teacher evaluation rating»

Not exact matches

More specifically, observers in states in which teacher evaluation ratings include five versus four rating categories differentiate teachers more, but still do so along the top three ratings, which still does not solve the negative skew at issue (i.e., «too many» teachers still scoring «too well»).

Related, Kraft and Gilmour found that «some new teacher evaluation systems do differentiate among teachers, but most only do so at the top of the ratings spectrum» (p. 10).

Proponents note that at least under the new evaluations, teachers are more differentiated: Excellent teachers can now be rewarded with distinguished ratings, rather than being grouped with those who are average, for example.

[3] To further increase the utility and validity of evaluation systems, states should require that evaluation instruments differentiate among various levels of teacher performance rather than only giving binary satisfactory / unsatisfactory ratings.

For example, section (D)(2)(ii) of the Race to the Top application (U.S. Department of Education, 2009) asks states to «design and implement rigorous, transparent, and fair evaluation systems for teachers and principals that... differentiate effectiveness using multiple rating categories that take into account data on student growth... as a significant factor» (p. 34).

Policy Points also reveals that 38 states use at least four rating levels to differentiate teacher performance, and just over a dozen states base 50 percent or more of a teacher's evaluation on student learning data.

To ensure that the evaluation instrument accurately differentiates among levels of teacher performance, Pennsylvania should require districts to utilize multiple rating categories, such as highly effective, effective, needs improvement and ineffective.

ASCD's newest issue of Policy Points (PDF) also reveals that 38 states use at least four rating levels to differentiate teacher performance, and just over a dozen states base 50 percent or more of a teacher's evaluation on student learning data.