Titlebook: Student Growth Measures in Policy and Practice; Intended and Uninten Kimberly Kappler Hewitt,Audrey Amrein-Beardsley Book 2016 The Editor(s

ALLEY

What Counts as Good Teaching? How a Student Growth Percentile Model Has Defined Teacher Quality at Owith the reliability and validity of SGP estimates, the teachers and evaluators had developed an acceptance of the system and had begun to define teachers and teacher effectiveness in terms of the model results.

畏缩

“First, Do No Harm?”: A Framework for Ethical Decision-Making in Teacher Evaluationvigate ethical quandaries that arise in the design and/or implementation of teacher evaluation systems. The authors argue that this framework provides a useful, additive approach for evaluating the impact of SGMs, shedding light on possible considerations for high-stakes educational decision-making.

PALL

An Analysis of the Meaning and Use of Student Learning Objectivesust be re-conceptualized as a measure of teacher practice, the tremendous variation in measure design needs to be closely scrutinized, and state administrators need to be conscious of the purpose for which they are using SLOs so that they may appropriately design valid teacher evaluation systems.

Postulate

Judging Teacher Evaluation: The Legal Implications of High-Stakes Teacher Evaluation Policycation policies and leverage reform. As a broader examination of such litigation reveals, such litigation also highlights underlying policy questions about balancing teachers’ rights and accountability, the place of teacher unions in education policy, and the role of the courts in education policy.

ARCHE

痛得哭了

Introduction: The Use of Student Growth Measures for Educator Accountability at the Intersection ofor reform and articulate the theory of action underpinning contemporary teacher evaluation policies that incorporate SGMs. The authors conclude with an overview of the rest of the volume as well as an overview of their perspectives as the volume’s editors.

大笑

Teachers’ Voices: Where Policy Meets Practice a positive note, teachers reported that the use of SGMs has resulted in some voluntary exit of less effective teachers. Yet, low morale has increased turnover among effective teachers, and testing has interacted with socio-economic stratification in ways that negatively impact the social democratic mission of schools as public institutions.

Foment

Section I Discussion: How Do Educators Use Student Growth Measures in Practice?re evaluated. Second, practitioners question whether SGMs capture the full scope of their work. Third, teachers lack an understanding of how their performance measures are calculated. Finally, practitioners do not view SGMs are useful for improving instruction, and rarely use them to change their practices or priorities.

注射器

The Future of Student Growth Models in Managing the Teacher Workforce: Less Direct, More Indirectns in practicality, research, and public opposition. Instead, the author claims, this impasse over the direct use of SGMs presents an opportunity to explore indirect uses of SGMs, and the reasons for optimism about these indirect uses are compelling. The author encourages further thought and experimentation around these indirect uses of SGMs.

切掉

Book 2016nerstone of the recenttransfiguration of educator evaluation systems in forty-two states and theDistrict of Columbia. Three leading voices on SGMs—Sean Corcoran, Henry Braun,and David Berliner—also serve as section and concluding commentators.