Exploratory Analysis of Teacher Artifacts as Evidence of Educator Effectiveness Implementation Fidelity

Autor/inn/en	Goldschmidt, Pete; Congdon, Alia
Titel	Exploratory Analysis of Teacher Artifacts as Evidence of Educator Effectiveness Implementation Fidelity
Quelle	In: Journal of School Administration Research and Development, 3 (2018) 1, S.6-18 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2470-8496
Schlagwörter	Evidence; Teacher Effectiveness; Feedback (Response); Fidelity; Program Implementation; Faculty Development; Teaching Methods; Formative Evaluation; Principals; Objectives; Middle School Teachers; Administrator Effectiveness; Administrator Evaluation; Teacher Administrator Relationship; Teacher Evaluation + Suchen Sie Ihr Suchwort? Evidenz; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Principal; Schulleiter; Goal definition; Zielsetzung; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Teacher appraisal; Lehrerbeurteilung
Abstract	We collected artifacts from 42 teachers participating in a statewide educator effectiveness system to examine the fidelity with which the formative components of the system were implemented. Specifically, we collected written feedback from principals to teachers and teacher professional growth goals. We developed indicators of quality for each and examined whether there were relationships between these two indicators as well as with observations. Overall, principal feedback was often aligned with observation scores and the quality was directly related to the number of observation elements scored. Feedback is readily partitioned into two constructs: clarity of communication and instructional practices. Feedback consistently demonstrated clarity of communication, but was less likely to address instructional practices. Importantly, novice teachers received poorer quality feedback than experienced teachers. Teacher Professional Growth Goals tended to be superficial and rarely included details such as specific action steps or measurable outcomes. Although exploratory, evidence that both feedback and growth goals varied to some extent by school implies that both feedback and growth goals can be impacted by better guidance. (As Provided).
Anmerkungen	Principal Research Center, Inc. Peters Business Building Room 385, 5245 N. Backer Avenue m/s PB16, Fresno, CA 93740-8001. Tel: 424-281-4032; e-mail: editor@JSARD.org; Web site: http://www.jsard.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01