So what do these results tell us about IMPACT and
teacher evaluation reform overall?
Not exact matches
Plattsburgh City School District Superintendent Jay LeBrun attributes the
overall decrease to the link between student scores and
teacher evaluations — a major sticking point last year as educators battled with the state Department of Education and the governor over
reforms that would have wedded the two.
Accordingly, even though their data for this part of this study come from one district, their findings are similar to others evidenced in the «Widget Effect» report; hence, there are still likely educational measurement (and validity) issues on both ends (i.e., with using such observational rubrics as part of America's
reformed teacher evaluation systems and using survey methods to put into check these systems,
overall).
The report notes that during the past five years, 37 states improved their
overall grade by one full level «because of significant
reform, particularly in the areas of
teacher evaluation and related
teacher effectiveness policies.»
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.»