State of the States 2013: Connect the Dots--Using Evaluations of Teacher Effectiveness to Inform Policy and Practice

Autor/inn/en	Doherty, Kathryn M.; Jacobs, Sandi
Institution	National Council on Teacher Quality
Titel	State of the States 2013: Connect the Dots--Using Evaluations of Teacher Effectiveness to Inform Policy and Practice
Quelle	(2013), (102 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Teacher Effectiveness; Teacher Competencies; Teacher Evaluation; Educational Policy; State Policy; State Standards; Academic Achievement; Evaluation Methods; Data Collection; Data Analysis; Tenure; Faculty Development; Teacher Salaries; Teacher Education; Teacher Dismissal; Accountability; United States + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrkunst; Teacher appraisal; Lehrerbeurteilung; Politics of education; Bildungspolitik; Schulleistung; Data capture; Datensammlung; Auswertung; Amtszeit; Beschäftigungsdauer; Lehrerbesoldung; Lehrervergütung; Lehrerausbildung; Lehrerbildung; Lehrerbeurlaubung; Verantwortung; USA
Abstract	The National Council on Teacher Quality (NCTQ) has long advocated that any meaningful understanding of "effective" teaching must be rooted in results for kids. Whatever else they accomplish in the classroom, effective teachers improve student achievement. It seems like common sense. Yet, until recently, it has been an exceptional way of thinking about teacher quality, totally out of step with teacher policy across the states. As part of the annual "State Teacher Policy Yearbook", NCTQ has systematically collected and analyzed state policies on teacher preparation, training, retention, compensation and other personnel policies. This paper provides: (1) a detailed and up-to-date lay of the land on teacher evaluation policies across the 50 states and the District of Columbia Public Schools; (2) an in-depth look at policy in states promising ambitious teacher evaluation systems (states requiring student growth and achievement to be a significant or the most significant factor in teacher ratings), including states' efforts to "connect the dots" and use teacher evaluation results in meaningful ways to inform policy and practice; and (3) a compilation of some of the important lessons learned, pitfalls and successes states have experienced on the road to improving teacher evaluation systems. The following are appended: (1) State Summaries and Recommendations; (2) A closer look at state policy in states where student growth is a significant or preponderant criterion; (3) Connecting the Dots in States with Weak Teacher Evaluation Requirements; and (4) Implementation Timelines for States with Evaluation Systems That Require Significant or Preponderant Use of Student Achievement Data. (ERIC).
Anmerkungen	National Council on Teacher Quality. 1420 New York Avenue NW Suite 800, Washington, DC 20005. Tel: 202-393-0020; Fax: 202-393-0095; Web site: http://www.nctq.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01