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Friday, November 18 • 3:00pm - 4:10pm
Research on the Evaluation of Teachers

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Examining Relationships Between School Evaluation Conditions and Evaluation Scores. Amanda Marie Slaten Frasier, Michigan State University

Despite recent state legislation mandating high-stakes teacher evaluation, there is little research on what, if any, affect evaluation has teacher practice in the classroom. I will draw on literature about motivation, teacher use of feedback, teacher responses to external accountability pressure, and teacher responses to curriculum reform to develop a framework for future studies. I will also present preliminary results from pilot research utilizing this framework to examine the relationship between evaluation and classroom practice.

How Principals in High-Pressure Environments Navigate Teacher Evaluation Policy Implementation. David B. Reid, Michigan State University

This explanatory multicase study follows ve school principals in high-pressure, complex settings who are negotiating changing teacher evaluation policies in Michigan, while trying to recruit and retain the best teachers for their students.

Principals’ Perceptions and Enactment of Tasks Related to Recent Changes to Teacher Evaluation. Tiffany Wright, Millersville University; Suzanne McCotter, Montclair State University

Teacher evaluation reform has focused on the ways teachers make a difference in terms of student learning. As main implementers of these reforms, principals’ work lives have been impacted. This study surveyed and interviewed principals in Race to the Top states. Participants identi ed the ways in which their work lives have changed, shared the bene ts and detriments of new legislation, and made recommendations for improvement.

What is the Impact of Formative Teacher Evaluation Experiences on U.S. Teachers’ Satisfaction? Timothy G. Ford, Angela Urick, Alison Shelby Page Wilson (University of Oklahoma)

Research is quite clear about approaches to teacher appraisal/evaluation that build teachers’ intrinsic motivation for improvement. By applying a quasi-experimental framework to data on U.S. teachers’ experiences from the 2013 TALIS survey, we endeavored to answer the following question: What is the impact of meaningful, fair, and largely formative teacher evaluation experiences on U.S. teachers’ satisfaction? Propensity score analysis revealed a robust positive effect of formative teacher evaluation experiences on U.S. teachers’ satisfaction.

Friday November 18, 2016 3:00pm - 4:10pm
Detroit Marriott at the Renaissance Center: Floor 5 - Nicolet A

Attendees (11)