Perhaps (or perhaps likely) this is because for the past decade or so states invested so much time, effort, and money to «reforming»
their prior teacher evaluations systems as formerly required by the federal government.
Not exact matches
Prior to this role, Shaull also served as the Executive Director for
Teacher and Leader Effectiveness where, along with a talented team of educators and national experts, she led the initial implementation of a comprehensive teacher evaluation system to accurately track teacher perfo
Teacher and Leader Effectiveness where, along with a talented team of educators and national experts, she led the initial implementation of a comprehensive
teacher evaluation system to accurately track teacher perfo
teacher evaluation system to accurately track
teacher perfo
teacher performance.
Likewise, all of this was to happen at the state level, regardless of the fact that the state was no longer required to move forward with such a
teacher evaluation system post the passage of the Every Student Succeeds Act (ESSA; see
prior posts about the ESSA here, here, and here).
Prior to joining NCTR, Anne was the Director of
Teacher Development for Civitas Education Partners leading instructional coaching, new teacher induction and mentoring, and teacher evaluation systems for four of the CICS charter schools in C
Teacher Development for Civitas Education Partners leading instructional coaching, new
teacher induction and mentoring, and teacher evaluation systems for four of the CICS charter schools in C
teacher induction and mentoring, and
teacher evaluation systems for four of the CICS charter schools in C
teacher evaluation systems for four of the CICS charter schools in Chicago.
As per Weingarten: «Over a year ago, the Washington [DC]
Teachers» Union filed a Freedom of Information Act (FOIA) request to see the data from the school district's IMPACT [teacher] evaluation system — a system that's used for big choices, like the firing of 563 teachers in just the past four years, curriculum decisions, school closures and more [see prior posts about this as related to the IMPACT progra
Teachers» Union filed a Freedom of Information Act (FOIA) request to see the data from the school district's IMPACT [
teacher]
evaluation system — a
system that's used for big choices, like the firing of 563
teachers in just the past four years, curriculum decisions, school closures and more [see prior posts about this as related to the IMPACT progra
teachers in just the past four years, curriculum decisions, school closures and more [see
prior posts about this as related to the IMPACT program here].
Within a series of
prior posts (see, for example, here and here), I have written about what the Every Student Succeeds Act (ESSA), passed in December of 2015, means for the U.S., or more specifically states» school and
teacher evaluation systems as per the federal government's
prior mandates requiring their use of growth and value - added models (VAMs).
While in the conclusions section of this article authors stretch this finding out a bit, writing that «Overall, this study finds that there is promise in
teacher evaluation reform in Chicago,» (p. 114) as primarily based on their findings about «the new observation process» (p. 114) being used in CPS, recall from the Review of Article # 4
prior (i.e., # 4 of 9 on observational
systems» potentials here), these observational
systems are not «new and improved.»
Directly related to the Review of Article # 4
prior (i.e., # 4 of 9 on observational
systems» potentials here), these researchers found that Chicago
teachers are, in general, positive about the
evaluation system, primarily given the
system's observational component (i.e., the Charlotte Danielson Framework for Teaching, used twice per year for tenured
teachers and that counts for 75 % of
teachers»
evaluation scores), and not given the inclusion of student growth in this
evaluation system (that counts for the other 25 %).
However, what we have seen since 2009, when states began to adopt what were then (and in many ways still are) viewed as America's «new and improved» or «strengthened»
teacher evaluation systems, is that for 70 % of America's
teachers, these
teacher evaluation systems are still based only on the observational indicators being used
prior, because for only 30 % of America's
teachers are value - added estimates calculable.