Keeping Great Teachers: A Case Study on the Impact and Implementation of a Pilot Teacher Evaluation System

Autor/inn/en	Robertson-Kraft, Claire; Zhang, Rosaline S.
Titel	Keeping Great Teachers: A Case Study on the Impact and Implementation of a Pilot Teacher Evaluation System
Quelle	In: Educational Policy, 32 (2018) 3, S.363-394 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904816637685
Schlagwörter	Case Studies; Teacher Evaluation; Program Effectiveness; Program Implementation; Mixed Methods Research; Pilot Projects; Teacher Persistence; Interviews; Educational Policy; Teacher Administrator Relationship; Teacher Effectiveness; Faculty Mobility; Institutional Characteristics; Individual Characteristics; Case Records; Teacher Surveys; Teaching Experience; Elementary Secondary Education; Regression (Statistics); Texas + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Teacher appraisal; Lehrerbeurteilung; Pilot project; Modellversuch; Pilotprojekt; Interviewing; Interviewtechnik; Politics of education; Bildungspolitik; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Case reports; Fallsammlung; Regression; Regressionsanalyse
Abstract	A growing body of research examines the impact of recent teacher evaluation systems; however, we have limited knowledge on how these systems influence teacher retention. This study uses a mixed-methods design to examine teacher retention patterns during the pilot year of an evaluation system in an urban school district in Texas. We used difference-in-differences analysis to examine the impact of the new system on school-level teacher turnover and administered a teacher survey (N = 1,301) to investigate individual and school-level factors influencing retention. This quantitative analysis was supplemented with interview data from two case study schools. Results suggest that, overall, the new evaluation system did not have a significant effect on teacher retention, but there was significant variation at the individual and school level. This study has important implications for policymakers developing new evaluation systems and researchers interested in evaluating their impact on retention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01