The Stability of Teacher Performance and Effectiveness: Implications for Policies Concerning Teacher Evaluation

Autor/inn/en	Morgan, Grant B.; Hodge, Kari J.; Trepinski, Tonya M.; Anderson, Lorin W.
Titel	The Stability of Teacher Performance and Effectiveness: Implications for Policies Concerning Teacher Evaluation
Quelle	In: Education Policy Analysis Archives, 22 (2014) 95, (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068 2341
Schlagwörter	Teacher Effectiveness; Teacher Behavior; Merit Pay; Teacher Evaluation; Low Income Groups; Elementary Schools; Elementary School Teachers; Middle Schools; Middle School Teachers; Predictor Variables; Educational Policy; South Carolina + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher behaviour; Lehrerverhalten; Leistungszulage; Teacher appraisal; Lehrerbeurteilung; Elementary school; Grundschule; Volksschule; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Middle school; Mittelschule; Mittelstufenschule; Middle schools; Prädiktor; Politics of education; Bildungspolitik
Abstract	The last five to ten years has seen a renewed interest in the stability of teacher behavior and effectiveness. Data on teacher performance and teacher effectiveness are being used increasingly as the basis for decisions about continued employment, tenure and promotion, and financial bonuses. The purpose of this study is to explore the stability of both teacher performance and effectiveness by determining the extent to which performances and effectiveness of individual teachers fluctuate over time. The sample consisted of 132 teachers for whom both observational and state standardized test data were available for five consecutive years. Neither teacher performance nor effectiveness were highly stable over multiple years of the study. The observed relationship between teacher performance and teacher effectiveness was reasonably stable over time, but the magnitude of the relationship was quite small. Teacher performance was also likely to be inflated in low performing schools. We also discuss when different observed patterns may be acceptable based on the purpose for which the data are used. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01