Search Results: (1-15 of 41 records)
|User’s Manual for the MGLS:2017 Data File, Restricted-Use Version
This manual provides guidance and documentation for users of the Middle Grades Longitudinal Study of 2017–18 (MGLS:2017) restricted-use school and student data files (NCES 2023-131). An overview of MGLS:2017 is followed by chapters on the study data collection instruments and methods; direct and indirect student assessment data; sample design and weights; response rates; data preparation; data file content, including the composite variables; and the structure of the data file. Appendices include a psychometric report, a guide to scales, field test reports, and school and student file variable listings.
|Teacher Performance Evaluations in U.S. Public Schools
This Data Point compares the sources of information in evaluating teacher performance and how the information is used by traditional public school and public charter school principals in the United States.
|Characteristics of Public and Private Elementary and Secondary School Teachers in the United States: Results From the 2017–18 National Teacher and Principal Survey First Look
This First Look report provides descriptive statistics and basic information from the 2017–18 National Teacher and Principal Survey Public School Teacher and Private School Teacher Data files.
|2017-18 National Teacher and Principal Survey (NTPS) Restricted-Use Data Files
This DVD contains the 2017-18 National Teacher and Principal Survey (NTPS) restricted-use data files. The 6 files (Public School Principal, Private School Principal, Public School, Private School, Public School Teacher, and Private School Teacher) are provided in multiple formats. The DVD also contains a 4-volume User's Manual, which includes a codebook for each file.
|Technology use in instruction and teacher perceptions of school support for technology use in Iowa high schools
A growing national consensus shows the need for educational systems to prepare students to succeed in working environments and society of the 21st century. Recognizing this need, Iowa school districts have invested in technology to assist in addressing the expectations of the Iowa Core Standards related to 21st century skills. The rural districts served by the Central Rivers Area Education Agency (Central Rivers AEA) and three high schools formed the Iowa Learning and Technology Networked Improvement Community (Iowa NIC) to promote effective use of these technology resources. To inform these improvement efforts, the Iowa NIC requested that REL Midwest conduct a descriptive research study to describe the extent to which teachers are using technology to support the development of 21st century skills and describe teacher perceptions and school supports related to technology integration. The study team obtained teacher survey data and school data from Central Rivers AEA. The study examined proportion of teachers emphasizing each of the four 21st century skills (that is, collaboration, communication, creativity, and critical thinking). In addition, the study performed tests to determine which groups of teachers (for example, by subject area taught) differed in their responses for a given topic area. The proportions of teachers asking students to use technology to support the development of 21st century skills differed across the four skills, as well as across subject areas taught and teacher experience. Specifically, half or nearly half of the teachers emphasized the use of technology for collaboration or critical thinking at least monthly. By contrast, less than a fourth of the teachers emphasized the use of technology for communication or creativity at least monthly.
|The Impact of Providing Performance Feedback to Teachers and Principals: Final Report
This is a study of the implementation and impacts of a set of three educator performance measures: observations of teachers' classroom practices, value-added measures of teacher performance, and a 360-degree survey assessment of principals' leadership practices. A set of elementary and middle schools within each of eight districts were randomly assigned to either a treatment group in which the study's performance measures were implemented for two years or a control group in which they were not. In treatment schools, the study's measures were generally implemented for formative purposes, without formal stakes attached. A total of 127 schools participated in the study. This report provides findings on implementation of the measures and impacts of the feedback from those measures on educator and student outcomes. The study's performance measures were generally implemented as planned. All three measures differentiated educator performance, although the observation scores and principal leadership measure did not provide consistent feedback to educators on specific areas for improvement. Feedback from the study's measures had some positive impacts on teachers' classroom practice, principals' leadership, and student achievement. For instance, in Year 1, the intervention had a positive impact on students' achievement in mathematics, amounting to about four weeks of learning. In Year 2, the impact on mathematics achievement was similar in magnitude but not statistically significant. There was no impact in either year on reading/English language arts achievement.
|The Texas Teacher Evaluation and Support System rubric: Properties and association with school characteristics
The purpose of this study was to examine the data from the 2014/15 pilot implementation of the Texas Teacher Evaluation and Support System (T-TESS) in order to understand certain properties of the T-TESS rubric, which consists of 16 dimensions classified within 4 domains of teacher effectiveness. The dataset included over 8000 teachers across 251 schools and 51 districts that participated in the pilot. Descriptive statistics were reviewed to assess the extent to which the T-TESS rubric ratings differentiate teacher effectiveness. Correlational analysis was performed to determine the internal consistency of the rubric. Uniqueness values, which resulted from a factor analysis of T-TESS’s 16 dimensions, were examined to determine whether each dimension makes some unique contribution. Lastly, regression analysis was conducted to explore the relationships between T-TESS performance ratings and school characteristics. Results indicate that in the 2014/15 pilot of T-TESS, 1.6 percent of teachers were rated as improvement needed, 24.9 percent as developing, 68.3 percent as proficient, 3.7 percent as accomplished, and 1.5 percent as distinguished based on the T-TESS rubric for teacher effectiveness. The T-TESS rubric is internally consistent at both the domain and dimension levels. All dimension-to-dimension within domains and domain-to-domain correlations are positive, suggesting that none of the domains or dimensions stand out as unrelated or contradictory to the rest of the system. Findings also suggest that the T-TESS rubric is efficient. None of the domains or dimensions are clearly redundant, as supported by findings that no correlation is close to one. In addition, an analysis of uniqueness reveals that each dimension makes some unique contribution. Although statistically significant relationships are found between observation ratings and school characteristics, the combination of observed student and school characteristics explains, at most, approximately 8 percent of the variation in overall observation ratings for high schools, and explains even less for elementary and middle schools. One area for future research is the validation of the ratings with other measures of teacher effectiveness, such as student growth. However, the validity of a teacher evaluation system itself may not necessarily translate into improvements in teacher effectiveness or into long-term outcomes, such as teacher retention and greater student achievement. Therefore, further research could explore whether the implementation of such systems do in fact relate to the more distal measures.
|Stated Briefly: Teacher demographics and
evaluation: A descriptive study in a large urban district
This "Stated Briefly" report is a companion piece that summarizes the results of another report of the same name. This descriptive study analyzed teacher characteristics, such as age, race, and gender and teachers' evaluation outcomes in a large, urban district in the Northeast. Descriptive analyses of frequencies were conducted to examine the characteristics, summative performance ratings, and improvement on ratings over time for approximately 3,000 teachers in each year (2012/13, 2013/14, and 2014/15). Results indicate that a disproportionate percentage of teachers age 50 and older, black teachers, and male teachers were rated below proficient compared to their representation in the total population of teachers. Examining the data over three years revealed that while the percentage of older teachers, black teachers, and male teachers who received below proficient ratings decreased over time in some cases, the gaps between their ratings and the ratings of their younger, white, and female counterparts persisted. Moreover, these analyses revealed that the percentage of teachers who improved their ratings during all three year-to-year comparisons did not vary by teacher characteristics, that is, by race, age, or gender. These results suggest that there are meaningful differences in teachers' evaluation outcomes by age, race, and gender, and that these differences have persisted over time. Therefore, the district may want to consider what programs or policies aimed specifically at these teachers and their evaluators may increase their chances for improvement and reduce the gaps. In addition, longitudinal research is needed to examine whether these patterns continue to persist over time or whether district-level interventions and supports might reduce the gaps or otherwise address the disproportionate below proficient ratings among teachers in certain groups.
|Teachers' responses to feedback from evaluators: What feedback characteristics matter?
This study describes teacher's experiences with feedback and identifies factors that may influence teachers' use of feedback by examining teachers' perceptions of feedback provided as part of the district's teacher evaluation system. Using data from Regional Educational Laboratory Central's Examining Evaluator Feedback survey, researchers sought to understand how teachers' responses to feedback are influenced by their perceptions of the characteristics of the feedback. The study also examined teachers' ratings of the importance of various characteristics of feedback in responding to feedback. Findings suggest that a teacher's response to feedback is related to four factors: their perceptions of the usefulness of the feedback, whether the feedback is an accurate portrayal of their performance, the extent to which their evaluator is credible, and the resources to which they have access. Additionally, teacher perceptions of evaluator credibility and feedback usefulness could be more important than perceptions of accuracy and access to resources when teachers determine how to respond to their feedback.
|Early Implementation Findings From a Study of Teacher and Principal Performance Measurement and Feedback
This is an impact study of the implementation and impacts of a set of three educator performance measures: observations of teachers' classroom practices, value-added measures of teacher performance, and a 360-degree survey assessment of principals' leadership practices. A set of elementary and middle schools within each of eight districts were randomly assigned to either a treatment group in which the study's performance measures were implemented or a control group in which they were not. A total of 127 schools participated in the study. This report provides descriptive information on the first of two years of implementation. The classroom observation and principal leadership measures were implemented generally as planned, although fewer teachers and principals accessed their value-added reports than the study intended. All three measures differentiated teacher performance, although the observation scores were mostly at the upper end of the scale. For the principal leadership measure, principal self-ratings, teachers' ratings of the principal, and the principal's supervisor's ratings of the principal often differed. Both teachers and principals in schools selected to implement the intervention reported receiving more feedback on their performance than did their counterparts in control schools.
|Teacher demographics and evaluation: A descriptive study in a large urban district
This descriptive study analyzed teacher characteristics, such as age, race, and gender and teachers' evaluation outcomes in a large, urban district in the Northeast. Descriptive analyses of frequencies were conducted to examine the characteristics, summative performance ratings, and improvement on ratings over time for approximately 3,000 teachers in each year (2012/13, 2013/14, and 2014/15). Results indicate that a disproportionate percentage of teachers age 50 and older, black teachers, and male teachers were rated below proficient compared to their representation in the total population of teachers. Examining the data over three years revealed that while the percentage of older teachers, black teachers, and male teachers who received below proficient ratings decreased over time in some cases, the gaps between their ratings and the ratings of their younger, white, and female counterparts persisted. Moreover, these analyses revealed that the percentage of teachers who improved their ratings during all three year-to-year comparisons did not vary by teacher characteristics, that is, by race, age, or gender. These results suggest that there are meaningful differences in teachers' evaluation outcomes by age, race, and gender, and that these differences have persisted over time. Therefore, the district may want to consider what programs or policies aimed specifically at these teachers and their evaluators may increase their chances for improvement and reduce the gaps. In addition, longitudinal research is needed to examine whether these patterns continue to persist over time or whether district-level interventions and supports might reduce the gaps or otherwise address the disproportionate below proficient ratings among teachers in certain groups.
|Stated Briefly: Relationship between school professional climate and teachers' satisfaction with the evaluation process
This "Stated Briefly" report is a companion piece that summarizes the results of another report of the same name. This study, conducted by the Regional Educational Laboratory Northeast & Islands in collaboration with the Northeast Educator Effectiveness Research Alliance, reports on the relationship between teachers' perceptions of school professional climate and their satisfaction with their formal evaluation process using the responses of a nationally representative sample of teachers from the Schools and Staffing Surveys. Specifically, the study used logistic regression analysis to examine whether teachers' satisfaction with their evaluation was associated with two measures of school professional climate (principal leadership and teacher influence), teacher and school characteristics, and the inclusion of student test scores in the evaluation system. The results indicate that teachers' perceptions of their principals' leadership was associated with their satisfaction with the evaluation system—the more positively teachers rated their principal's leadership, the more likely they were to report satisfaction with their evaluation process. The rating teachers received on their evaluation was also associated with their satisfaction, with those rated satisfactory or higher more likely to be satisfied. Teachers whose evaluation process included student test score outcomes were less likely to be satisfied with that process than teachers whose evaluations did not include student test scores. The findings reinforce current literature about the importance of the school principal in establishing positive school professional climate. The report recommends additional research related to the implementation of new educator evaluation systems.
|How current teachers in the Republic of Palau performed on a practice teacher certification examination
The purpose of this study was to examine teachers' performance on the Praxis I Pre-Professional Skills Tests® (PPST) in reading, writing, and math, and the relationships between test performance and selected teacher demographic and professional characteristics, in order to further the development and implementation of Palau's Professional Personnel and Certification System. The multiple choice sections of the practice Praxis I PPST tests of reading, writing, and math were administered and analyzed using descriptive statistics, along with cross-tabulations of test performance by teacher characteristics. Overall, the study found that while scores across subject areas were relatively low, teachers in Palau scored higher in reading than in writing and math. The performance of Palau test takers differed depending upon the language spoken in the home, English proficiency, level of education, years of teaching, and grade levels taught. In addition, respondents with better command of English performed better on the assessment. Level of education attained was significantly associated with a higher percentage of correct responses, and teachers with less than seven years of teaching experience answered slightly more questions correctly in reading, writing, and math than teachers with more years of teaching experience. Finally, teachers at the upper elementary and high school levels performed better on the assessments than teachers at the lower elementary level. The results of this study provide the Palau Research Alliance and Ministry of Education with information that may help establish appropriate passing scores on the Praxis PPST I reading, writing, and math subtests; may be used to create a multiyear plan of sustained improvement in the teacher workforce; may alert Palau leadership to the difficulties inherent in using English-based tests to assess the performance of those who do not have a strong command of the English language; and may be used to guide preservice curricular requirements and indicate the supporting professional development needs of Palau teachers at various grade levels.
|Evaluation of the Teacher Incentive Fund: Implementation and Impacts of Pay-for-Performance After Three Years
The Teacher Incentive Fund (TIF), now named the Teacher and School Leader Incentive Program, provides grants to support performance-based compensation systems for teachers and principals in high-need schools. The study measures the impact of pay-for-performance bonuses as part of a comprehensive compensation system within a large, multisite random assignment study design. The treatment schools were to fully implement their performance-based compensation system. The control schools were to implement the same performance-based compensation system with one exception—the pay-for-performance bonus component was replaced with a one percent bonus paid to all educators regardless of performance. The report provides implementation and impact information after three years. Implementation was similar across the three years, with most districts (88 percent) implementing at least 3 of the 4 required components for teachers. In a subset of 10 districts participating in the random assignment study, educators' understanding of performance measures continued to improve during the third year, but many teachers still did not understand that they were eligible for a bonus. They also underestimated the maximum amount they could earn. The pay-for-performance bonus policy had small, positive impacts on students' reading and math achievement.
|Examining the validity of ratings from a classroom observation instrument for use in a district's teacher evaluation system
The purpose of this study was to examine the validity of teacher evaluation scores that are derived from an observation tool, adapted from Danielson's Framework for Teaching, designed to assess 22 teaching components from four teaching domains. The study analyzed principals' observations of 713 elementary, middle, and high school teachers in Washoe County School District (Reno, NV). The findings support the use of a single, summative score to evaluate teachers, one that is derived by totaling or averaging all 22 ratings. The findings do not support using domain- or component-level scores to evaluate teachers' skills, because there was little evidence that these scores measure distinct aspects of teaching. The information that the total score provides predicts the learning of teachers' students. While the relationship is moderate, it is evidence to support interpreting the observation score as an indicator of teachers' effectiveness in promoting learning.
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