Classroom Observations from Phase 2 of the Pennsylvania Teacher Evaluation Pilot: Assessing Internal Consistency, Score Variation, and Relationships with Value Added
Publisher: Cambridge, MA: Mathematica Policy Research
May 31, 2013
This report presents findings from Phase 2 of a three-year teacher evaluation pilot conducted by the Pennsylvania Department of Education. Principals evaluated the teaching practices of teachers using The Framework for Teaching, a rubric that includes 22 components grouped into four broad teaching practice domains: (1) planning and preparation, (2) classroom environment, (3) instruction, and (4) professional responsibilities. Although principals did not typically use all 22 components, the report’s findings suggest the fairness of overall scores might not be compromised substantially by principals using different sets of components. Also, across nearly all components, teachers with higher scores on the rubric tended to make larger contributions to student achievement than did teachers with lower scores, as measured by value added. The report’s findings suggest that the rubric measures aspects of teachers’ practices related to growth in student achievement on standardized assessments.
Pennsylvania Teacher and Principal Evaluation Pilot
Team Pennsylvania Foundation
Bill & Melinda Gates Foundation
You may also like...
Mid-Atlantic Regional Educational Laboratory: Building Partnerships to Improve Education Through Research and Technical Support
Policies and Programs to Improve Secondary Education in Developing Countries: A Review of the Evidence