Formal Evaluation

The authors estimate the importance of teachers in Chicago public high schools using matched student-teacher administrative data. 

This article describes a school district administrator's research on optimal coaching experiences for classroom teachers. This research was done with the intent of gaining a better understanding of how coaching affects student learning. 

Two experiments are reported which test the effect of increased three-term contingency trials on students' correct and incorrect math responses. The results warrant further research to test whether or not rates of presentation of three-term contingency trials are predictors of effective instruction.

This book is an analysis of important conceptual and practical issues that face special education professionals.

This case study explored the use of the Bug-in-Ear (BIE) tool for undergraduate student-teacher supervision in the hands of a novice BIE2 coach, including the ease with which BIE equipment can be set up and operated by a novice coach and naïve users in the classroom. 

The purpose of this study was to evaluate the efficacy of a classroom-teacher-delivered reading intervention for struggling readers called the Targeted Reading Intervention (TRI), designed particularly for kindergarten and first-grade teachers and their struggling students in rural, low-wealth communities. 

The purpose of this study was to evaluate the efficacy of a classroom-teacher-delivered reading intervention for struggling readers called the Targeted Reading Intervention (TRI), designed particularly for kindergarten and first-grade teachers and their struggling students in rural, low-wealth communities. 

Value-Added Models (VAMs) has been embraced by many states and school districts as part of educational accountability systems. Value-Added Assessment (VAA) Models attempt to estimate effects of individual teachers or schools on student achievement while accounting for differences in student background. This paper provides a summary of the American Statistical Associations analysis of the efficacy of value-added modeling in education.

Value-Added Models (VAMs) has been embraced by many states and school districts as part of educational accountability systems. Value-Added Assessment (VAA) Models attempt to estimate effects of individual teachers or schools on student achievement while accounting for differences in student background. This paper provides a summary of the American Statistical Associations analysis of the efficacy of value-added modeling in education.

This article discusses instructional coaching as well as the eight factors that can increase the likelihood that coaching will be a real fix for a school. Instructional coaching holds much potential for improving the way teachers teach and the way students learn, but that potential will only be realized if leaders plan their coaching program with care. 

This article discusses instructional coaching as well as the eight factors that can increase the likelihood that coaching will be a real fix for a school. Instructional coaching holds much potential for improving the way teachers teach and the way students learn, but that potential will only be realized if leaders plan their coaching program with care. 

A report by TNTP finds 99 percent of teachers are rated good or great, confirming related findings that evaluation systems are not meaningfully differentiating teachers or providing useful feedback. TNTP recommends states use student growth as one measure of teacher effectiveness.

This paper evaluates the impact of a performance-related pay scheme for teachers in England. 

There is also little or no evidence for the claim that teachers will be more motivated to improve student learning if teachers are evaluated or monetarily rewarded for student test score gains. 

Bad teachers were the problem; good teachers were the solution. It was a simplified binary, but the idea and the research it drew on had spurred policy changes across the country, including a spate of laws establishing new evaluation systems designed to reward top teachers and help weed out low performers. Behind that effort was the Bill and Melinda Gates Foundation, which backed research and advocacy that ultimately shaped these changes.

This article focuses on one method of follow-up: performance feedback

The book presents many examples of Questioning the Author (QtA) in action as children engage with narrative and expository texts to construct meaning.

The book presents many examples of Questioning the Author (QtA) in action as children engage with narrative and expository texts to construct meaning.

This paper introduces analysis techniques and results showing how student growth percentiles, a normative growth analysis technique, can be used to examine the illuminate the relationship between standards based accountability systems and the performance standards on which they are based.

This study used a delayed multiple-baseline across-participants design to analyze the effects of coaching on special education teachers’ implementation of function-based interventions with students with severe disabilities. This study also examined the extent to which teachers could generalize function-based interventions in different situations. 

In fall 2009, the Bill & Melinda Gates Foundation launched the Measures of Effective Teaching (MET) project to test new approaches to measuring effective teaching. The goal of the MET project is to improve the quality of information about teaching effectiveness available to education professionals within states and districts.

Over the objection of the teachers' union, the Board of Education here on Thursday unanimously approved the nation's largest merit pay program, which calls for rewarding teachers based on how well their students perform on standardizes tests. 

Teacher professional development is essential to efforts to improve our schools. This article maps the terrain of research on this important topic. It first provides an overview of what we have learned as a field, about effective professional development programs and their impact on teacher learning. 

These five articles begin to build a bridge between literature. specifically, they report on how the use of the indicators derived from value-added models (VAM) actually payout in practice and give carefully consideration to how the design and implementation of teacher evaluation system could be modified to enhance the positive impact of accountability and mitigate the negative consequences,

This book divides itself naturally into two parts. The first part has to do with the situation in which Superintendent Brooks found himself, with his successful campaign in educating his teachers to use standardized tests, with the results which he obtained, with the way he used these results to grade his pupils, to rate his teachers, and to evaluate methods of teaching, and finally with the use he made of intelligence tests.

This paper examines how to measure teacher performance and the practices necessary for increasing teacher trust in systems designed to effectively measure performance.

This book provide detailed information on how to systematically and explicitly teach essential reading skills. The procedures describe in this text have been shown to benefit all student, especially powerful with the most vulnerable learners, children who are at risk because of poverty, disability, or limited knowledge of English. 

This paper presents the results from a field experiment that examines the effects of nonfinancial performance feedback on the behavior of professionals working for an insurance repair company.

This paper discusses the search for a “magic metric” in education: an index/number that would be generally accepted as the most efficient descriptor of school’s performance in a district.

In a time when public schools continue to be scrutinized, school leadership never mattered more in order to exercise school reform. This qualitative study examined how five principals working in an urban school district perceived their evaluation and how it contributed to their practice.

This report presents case studies of the efforts by three school districts, Hillsborough County Public Schools (HCPS), Memphis City Schools (MCS), and Pittsburgh Public Schools (PPS), to launch, implement, and operate new teacher evaluation systems as part of a larger reform effort called the Partnership Sites to Empower Effective Teaching. 

This paper examines the issue of efficacy of value-added measures in evaluating teachers. This question is important in understanding whether value-added analysis provides unbiased estimates of teachers’ impact on student achievement and whether these teachers improve long-term student outcomes.

This paper evaluates the long-term impacts of STAR by linking the experimental data to administrative records.

This overview provides information about teacher evaluation as it relates to collecting information about teacher practice and using it to improve student outcomes. The history of teacher evaluation and current research findings and implications are included.

The purpose of this overview is to provide information about teacher coaching as it is used in schools, the research that examines this practice as a method of teacher professional development, and its impact on student outcomes.

The purpose of this overview is to provide information about the role of formal teacher evaluation, the research that examines the practice, and its impact on student outcomes.

The purpose of this overview is to provide information about the role of formal teacher evaluation, the research that examines the practice, and its impact on student outcomes.

This overview examines the current understanding of research on performance feedback as a way to improve teacher performance and student outcomes. 

The purpose of this paper on value-added research in education is to define this type of research, provide an overview of how it has been conducted, and discuss its benefits and limitations.

The purpose of this overview is to provide information about informal evaluation as a practice in schools, and the current understanding of research related to informal teacher evaluation to improve teacher performance and student outcomes.

The purpose of this overview is to provide an understanding of the research base on professional development and its impact on student achievement, as well as offer recommendations for future teacher professional development

This study examines the theoretical and practical implications of ranking teachers with a one-dimensional value-added metric when teacher effectiveness varies across subjects or student types.

This book is a comprehensive description of the principles and procedures for systematic change of socially significant behavior. It includes basic principles, applications, and behavioral research methods.

This book is a comprehensive description of the principles and procedures for systematic change of socially significant behavior. It includes basic principles, applications, and behavioral research methods.

In this report, the author aim to provide an accessible introduction to these new measures of teaching quality and put them into the broader context of concerns over school quality and achievement gaps.

This text was written to help the reader acquire a base of knowledge about classical psychometrics and to integrate new ideas into that framework of knowledge.

The framework for teaching is a research-based set of components of instruction that are grounded in a constructivist view of learning and teaching. The framework defines four levels of performance--Unsatisfactory, Basic, Proficient, and Distinguished--for each element, providing a valuable tool that all teachers can use.

This article addresses the topics of staff assessment, teacher supervision, and professional development.

This article addresses the topics of staff assessment, teacher supervision, and professional development.

The Framework for Teaching identifies those aspects of a teacher's responsibilities that have
been documented through empirical studies and theoretical research as promoting
improved student learning.

In this article the authors examine some design principles to guide policy-makers and school reformers who seek to promote learner-centred professional development which involves teachers as active and reflective participants in the change process.

Popular modes of evaluating teachers are fraught with inaccuracies and inconsistencies, but the field has identified better approaches. Value-added models enable researchers to use statistical methods to measure changes in student scores over time while considering student characteristics and other factors often found to influence achievement.

This article presents a conceptual framework for examining the design and implementation of teacher evaluation processes in school organizations. 

A growing number of researchers are studying whether value-added measures can do a good job of measuring the contribution of teachers to test score growth. Here I summarize a handful of analyses that shed light on two questions.

A growing number of researchers are studying whether value-added measures can do a good job of measuring the contribution of teachers to test score growth. Here I summarize a handful of analyses that shed light on two questions.

This study uses data collected in the intervention classrooms of Head Start REDI (Research- based, Developmentally Informed), a randomized clinical trial testing the efficacy of a comprehensive preschool curriculum targeting children’s social-emotional competence, language, and emergent literacy skills delivered by teachers who received weekly coaching support.

The Three-Minute Classroom Walk-Through offers a practical, time-saving alternative that impacts student achievement by cultivating self-reliant teachers who are continuously improving their practice.

Principals are in a paradoxical position. On one hand, they're called on to use research-based strategies to improve student achievement. On the other, they're increasingly required to micromanage teachers by observing in classrooms and engaging in intensive evaluation. The authors point out that these two positions are at odds with each other.

This monograph presents a synthesis of the literature on empirically supported effective teaching principles that have been derived from research on behavioral, cognitive, social-learning, and other theories.

Value-added estimates of teacher or school quality are increasingly used for both high- and low-stakes accountability purposes, making understanding of their limitations critical.

This paper exams teachers' views on unions, tenure, pay-for-performance, alternative certification, and other issues and finds that while most teachers are strong supporters of standards, a sense of vulnerability, along with fears of politics and favoritism, make them loyal to the tenure system, loyal to their unions, and highly skeptical about pay tied to student test scores.

The Every Student Succeeds Act (ESSA) returns decision making for our nation’s education back where it belongs – in the hands of local educators, families, and communities – while keeping the focus on students most in need.

This paper describes a continuous learning model of principal and superintendent support. The model places a premium on engagement at all levels of the system on shaping a focused culture of instruction within their schools.

This book shows how principals and other school leaders can develop the skills necessary for teachers to deliver high quality instruction by introducing principals to a five-part model of effective instruction.

This article describes a school-based randomized trial in over 200 New York City public schools designed to better understand the impact of teacher incentives. 

This article aimed to present frameworks and practices coaches can use with classroom teachers to facilitate the implementation of evidence-based interventions in schools.

This research synthesis examines how teacher effectiveness is currently measured (i.e., formative vs. summative evaluation).

This guide is a tool designed to assist states and districts in constructing high-quality teacher evaluation systems in an effort to improve teaching and learning.

This paper report on work estimating the stability of value-added estimates of teacher effects, an important area of investigation given that new workforce policies implicitly assume that effectiveness is a stable attribute within teachers.

This paper report on work estimating the stability of value-added estimates of teacher effects, an important area of investigation given that new workforce policies implicitly assume that effectiveness is a stable attribute within teachers. 

Interview and survey data from six school districts that have recently implemented new evaluation systems with classroom observations provide evidence that principals tend to rely less on test scores in their human capital decisions. 

This paper provide some recommendations to increase the pool of potential teachers, make it tougher to award tenure to those who perform least well, and reward effective teachers who are willing to work in schools serving large numbers of low-income, disadvantaged children. 

This paper describe a few promising assessment technologies tat allow us to capture more direct, repeated, and contextually based measures of student learning, and propose an improvement-oriented approach to teaching and learning. 

Is dismissing poorly performing teachers truly feasible in America today? After all the political capital (and real capital) spent on reforming teacher evaluation, can districts actually terminate ineffective teachers who have tenure or have achieved veteran status?

This overview describes strategies for how school personnel can respond when disruptive behavior occurs, including (1) negative consequences that can be applied as primary interventions, (2) functional behavior assessment, and (3) function-based, individualized interventions characteristic of the secondary or tertiary tiers of a multitiered system of support. 

A research synthesis confirms the difficulty of translating professional development into student achievement gains despite the intuitive and logical connection. Those responsible for planning and implementing professional development must learn how to critically assess and evaluate the effectiveness of what they do.

The major objective of this data analysis was to estimate the relationship between variables which can be controlled by public policy and educational output. 

This discussion provides a quantitative statement of one approach to achieving the governors’ (and the nation’s) goals – teacher deselection.

The precise method of attributing differences in classroom achievement to teachers is the
subject of considerable discussion and analysis.

This paper reviews the role of cognitive skills in promoting economic well-being, with a particular focus on the role of school quality and quantity.

The authors examine the relationships between observational ratings of teacher performance, principals’ evaluations of teachers’ cognitive and non-cognitive skills and test-score based measures of teachers’ productivity. 

This paper reports on the analysis of state statutes and department of education regulations in fifty states for changes in teacher evaluation in use since the passage of No Child Left Behind Act of 2001.

This paper examined the effects of a professional development intervention that included data-based performance feedback delivered via electronic mail (e-mail) on preschool teachers’ use of descriptive praise and whether increased use of descriptive praise was associated with changes in classroom-wide measures of child engagement and challenging behavior. 

This article discusses the current focus on using teacher observation instruments as part of new teacher evaluation systems being considered and implemented by states and districts. 

NSDC opens the door to professional learning that ensures great teaching for every student every day

Teacher merit pay has garnered significant attention as a promising reform method for improving teacher performance and, more importantly, student achievement scores. This meta-analysis, which examined findings from 44 studies of teacher merit pay, found that merit pay is associated with a modest, statistically significant, positive effect on student test scores. The research also found that not all merit pay programs are equal. The best results are dependent on constructing efforts that incorporate sound, evidence-based practice elements.

This paper examines how well principals can distinguish between more and less effective teachers. To put principal evaluations in context, we compare them with the traditional determinants of teacher compensation-education and experience-as well as value-added measures of teacher effectiveness.

This study draws on 32 interviews from a random sample of teachers and 2 years of survey data from more than 12,000 teachers per year to measure their perceptions of the clarity, practicality, and cost of the new system.

The 1988 NAEP surveyed American students' knowledge of reading, writing, civics, U.S. history, and geography.

This book provides research as well as case studies of successful professional development strategies and practices for educators.

This study investigated the effects of training preschool teachers to use environmental arrangement and milieu teaching in interactions with children using augmented communication systems. Three teachers were taught seven environmental strategies and four milieu teaching procedures through written materials, lecture, modeling, role-playing, and feedback.

The authors examined the effectiveness of self-monitoring for increasing the rates of teacher praise statements and the acceptability of using this technique for teachers. This study's results support the use of self-monitoring to increase effective teaching practices, namely praise, and further demonstrates high social validity for the participant and the students.

This study used a random-assignment experiment in Los Angeles Unified School District to evaluate various non-experimental methods for estimating teacher effects on student test scores. Having estimated teacher effects during a pre-experimental period, the authors used these estimates to predict student achievement following random assignment of teachers to classrooms.

This report presents an in-depth discussion of the analytical methods and findings from the Measures of Effective Teaching (MET) project’s analysis of classroom observations.1 A nontechnical companion report describes implications for policymakers and practitioners.

This paper combines information from classroom-based observations and measures of teachers' ability to improve student achievement as a step toward addressing these challenges. The results point to the promise of teacher evaluation systems that would use information from both classroom observations and student test scores to identify effective teachers.

This paper combines information from classroom-based observations and measures of teachers' ability to improve student achievement as a step toward addressing these challenges. The results point to the promise of teacher evaluation systems that would use information from both classroom observations and student test scores to identify effective teachers.

This paper combines information from classroom-based observations and measures of teachers' ability to improve student achievement as a step toward addressing these challenges. The results point to the promise of teacher evaluation systems that would use information from both classroom observations and student test scores to identify effective teachers.

The authors proposed a preliminary FI theory (FIT) and tested it with moderator analyses. The central assumption of FIT is that FIs change the locus of attention among 3 general and hierarchically organized levels of control: task learning, task motivation, and meta-tasks (including self-related) processes.

this study presents and apply a framework for measuring the cost of coaching programs to 3 schools. Then the study discusses strategies for reducing the average cost of instructional coaching. 

The education policy community is abuzz with interest in value-added modeling as a way to estimate the effectiveness of schools and especially teachers. Value-added models provide useful information, but that information is error-prone and has a number of other important limitations.

This study evaluated the extent to which the large performance gains shown on KIRIS represented real improvements in student learning rather than inflation of scores. 

This study review the empirical literature on teacher coaching and conduct meta-analyses to estimate the mean effect of coaching programs on teachers’ instructional practice and students’ academic achievement.

The authors conducted a comprehensive review of research to identify the impact of coaching on changes in preservice and in-service teachers’ implementation of evidence-based practices.

This study examined the effects of in-service plus follow-up coaching on first grade teachers’ accurate delivery of three research-based strategies during math instruction.

This study examined the effects of in-service support plus coaching on kindergarten teachers’ accurate delivery of group instructional units in math.

The seven guiding principles in this manuscript offer research-based directions for literacy coaching.

This paper challenge the “more is better” assumption and propose that frequent feedback can overwhelm an individual’s cognitive resource capacity, thus reducing task effort and producing an inverted-U relationship with learning and performance over time. 

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.

Three questions are addressed. First, what are the principles behind creating optimal teacher incentives, and how close do the actual structures in Sweden and the US conform to the ideal ones? Second, how much is performance affected by creating incentives for current teachers, and how much by changing the pool of teacher applicants? Third, do teacher preferences align with those of their students and of society in general, and if not, why not? Associated with each of these questions are policy implications that may remedy existing distortions.

Using longitudinal data from a cohort of middle school students from a large school district,
we estimate separate “value‐added” teacher effects for two subscales of a mathematics
assessment under a variety of statistical models varying in form and degree of control for
student background characteristics.

the present study was designed to learn more about how to strengthen the integrity of the problem-solving process

This study demonstrates mathematically that the use of such “construct-shifting” vertical scales in longitudinal, value-added models introduces remarkable distortions in the value-added estimates of the majority of educators

Over one year, the author asked more than 3,000 educators their opinions about these two basic purposes by presenting them with a scale that has five values. 

The authors show school and district-level administrators how to set the priorities and support the practices that will help all teachers become expert teachers. Their five-part framework is based on what research tells us about how expertise develops. 

Building on the analysis that was first reported in School Leadership That Works, the authors of Balanced Leadership identify the 21 responsibilities associated with effective leadership and show how they relate to three overarching responsibilities: 

In this brief, we discuss what is and is not known about how well value‐added measures level the playing field for teachers by controlling for student characteristics. 

In this brief, we discuss the challenges of using value-added to evaluate teachers of students with disabilities.

The current study extends recent value-added modeling approaches for longitudinal student achievement data Lockwood et al. [J. Educ. Behav. Statist. 32 (2007) 125–150] to allow data to be missing not at random via random effects selection and pattern mixture models, and applies those methods to data from a large urban school district to estimate effects of elementary school mathematics teachers. 

Value added modeling has become of interest to policymakers interested in evaluating teacher performance.  The authors argue that the models work well when the schools in the sample are homogenous but as heterogeneity of the student population  increases estimates of teacher effects are likely to confounded.

This study examines implementation of alternative student growth measures in a sample of eight school districts that were early adopters of the measures. It builds on an earlier Region­ al Educational Laboratory Mid-Atlantic report that described the two types of alterna­tive student growth measures—alternative assessment–based value-added models and student learning objectives—in the early-adopting districts.

In December 2016, Bellwether Education Partners and The Thomas B. Fordham Institute independently released two reports centered on teacher evaluation and its consequences. Both reports offer a glimpse into ongoing challenges and opportunities with teacher evaluation reform, but they have very different analyses. 

This study documents the implementation of research-based strategies to minimize the occurrence of reading difficulties in a first-grade population. Three strategies were implemented. 

This study examined the effect of a visual performance feedback intervention (i.e., a simple, computer-generated line graph) on teachers' rate of praise for students' academic and behavioral performance and subsequent changes in students' rates of problem behavior.

This paper summarizes validity evidence pertaining to several different implementations of the Framework. It is based primarily on reviewing the published and unpublished studies that have looked at the relationship between teacher evaluation ratings made using systems based on the Framework and value-added measures of teacher effectiveness.

This paper reports on the results of the analysis of an additional year of evaluation and student achievement data at some research.

This study evaluated the effects of performance feedback on the implementation of a classroom intervention.

The purpose of this study was to investigate the effects of group inservice training plus written and verbal feedback on four Head Start teachers’ use of incidental teaching. D

How important are teenagers' cognitive skills in predicting subsequent labor market success? Do cognitive skills pay off in the labor market only for students who go to college? Does college benefit only students who enter with strong basic skills? These questions are often part of current policy debates about how to improve the earnings prospects for young Americans. 

This report is concerned with only one of the many causes and dimensions of the problem, but it is the one that undergirds American prosperity, security, and civility.

This report present the panel’s conclusions, an indication of the readiness for application in the classroom of the results of this research, and, if appropriate, a strategy for rapidly disseminating this information to facilitate effective reading instruction in the schools.

This study examines the impact of 2 forms of professional development on prekindergarten teachers' early language and literacy practice: coursework and coaching. 

The goal of the study was to examine the effects of coaching or professional development coursework on teacher knowledge and teacher practice.

No Child Left Behind Act of 2001 ESEA Reauthorization

This study evaluated the impact of training on treatment integrity.  After finding that positive effects lasted 2-4 days, performance feedback was used to increase treatment integrity.

This research use data from a four-year experiment in which teachers and students were randomly assigned to classes to estimate teacher effects on student achievement.

There is increased interest in extending the test-based evaluation framework in K-12 education to achievement in high school. High school achievement is typically measured by performance on end-of-course exams (EOCs), which test course-specific standards in subjects including algebra, biology, English, geometry, and history, among others. Recent research indicates that when students take particular courses can have important consequences for achievement and subsequent outcomes. The contribution of the present study is to develop an approach for modeling EOC test performance regarding the timing of course.

As states and districts consider potential changes to their teacher evaluation systems and policies, this paper seeks to inform those efforts by reviewing the evolution of the teacher evaluation policy movement over the last several years, identifying positive outcomes of new systems and negative consequences, and describing risks that should be considered. 

This handbook advocates a new approach to teacher evaluation as a cooperative effort undertaken by a group of professionals.

In this provocative and persuasive new book, the author asserts that the secret to high performance and satisfaction-at work, at school, and at home—is the deeply human need to direct our own lives, to learn and create new things, and to do better by ourselves and our world.

This article is the first to explore the extent to which teachers’ instructional alignment is associated with their contributions to student learning and their effectiveness on new composite evaluation measures using data from the Bill & Melinda Gates Foundation’s Measures of Effective Teaching study.

Effects of a 1-semester professional development (PD) intervention that included expert coaching with Head Start teachers were investigated in a randomized controlled trial with 88 teachers and 759 children. 

Research using student scores on standardized tests confirms the common perception that some teachers are more effective than others. It also reveals that being taught by an effective teacher has important consequences for student achievement. The best way to assess a teacher's effectiveness is to look at his or her on-the-job performance.

This book focuses on helping K-12 teachers increase their use of classroom management strategies that work.  The Classroom Check-Up is a step-by-step model for assessing teachers' organizational, instructional, and behavior management practices; helping them develop a menu of intervention options; and overcoming obstacles to change.

This study evaluted the impact of coaching on the implementation of an intervention.  Coaching with higher rates of performance feedback resulted in the highest level of treatment integrity.

This paper disentangles the impact of schools and teachers in influencing achievement with special attention given to the potential problems of omitted or mismeasured variables and of student and school selection. 

In this study, using mixed methods, we investigated the longer term effects of eCoaching through advanced online bug-in-ear (BIE) technology.

In order to provide accurate estimates of how much teachers affect the achievement of their students, this study used panel data covering over a decade of elementary student test scores and teacher assignment in two contiguous New Jersey school districts.

This research considers relationships between student achievement (knowledge and cognitive skill), teacher efficacy (Gibson & Dembo, 1984), and interactions with assigned coaches (self-report measures) in a sample of 18 grade 7 and 8 history teachers in 36 classes implementing a specific innovation with the help of 6 coaches.

The author develop falsification tests for three widely used VAM specifications, based on the idea that future teachers cannot influence students' past achievement. 

The author develop falsification tests for three widely used VAM specifications, based on the idea that future teachers cannot influence students' past achievement. 

Most children with autism rely on schools as their primary source of intervention, yet research has suggested that teachers rarely use evidence-based practices. To address the need for improved educational outcomes, a previously tested consultation intervention called the Collaborative Model for Promoting Competence and Success was evaluated in a 2nd randomized controlled trial, with the addition of a web-based group. 

Using data from 35 seventh-grade teachers and 2,026 students across seven schools, we employ VA methods to measure teacher contributions to students’ motivational orientations (mastery and performance achievement goals) and their mathematics performance. 

In this article, we describe and report on the results of a study in Texas that tested 2 models of professional development for classroom teachers as a way of improving their practices and increasing the reading achievement of their students. 

The Tennessee Value-Added Assessment System determines the effectiveness of school systems, schools, and teachers based on student academic growth over time.

The Tennessee Value-Added Assessment System determines the effectiveness of school systems, schools, and teachers based on student academic growth over time. Research conducted utilizing data from the TVAAS database has shown that race, socioeconomic level, class size, and classroom heterogeneity are poor predictors of student academic growth. Rather, the effectiveness of the teacher is the major determinant of student academic progress.

This study examined the relative magnitude of teacher effects on student achievement while simultaneously considering the in¯uences of intraclassroom heterogeneity, student achievement level, and class size on academic growth.

This paper proposes a conceptual framework to analyze teacher evaluation. It elaborates on the main components of a comprehensive teacher evaluation model and explains the main aspects to be taken into account for designing a teacher evaluation model.

Teacher evaluations matter a lot—both to teachers and to those holding them accountable. But how can schools measure the performance of all teachers fairly? And what should they do with the results?

Teacher evaluations matter a lot—both to teachers and to those holding them accountable. But how can schools measure the performance of all teachers fairly? And what should they do with the results?

Teacher evaluation can be a very sensitive topic for teachers and program administrators alike. Evaluations need to be fair and relevant to both teachers and programs.

This paper reviews the empirical research on the effectiveness of performance feedback as a means of influencing teacher implementation of interventions.

This paper evaluated a program for training 4 support staff to embed instruction within the existing activities of 5 children with disabilities in an inclusive preschool. 

The purpose of this study was to examine the effects of multilevel support on first-grade teachers' accurate use of research-based strategies during beginning reading instruction and the extent to which teachers maintained use of these strategies. 

This book is organized around four dominant interrelated core issues: professional standards, a guide to applying the Joint Committee's Standards, ten alternative models for the evaluation of teacher performance, and an analysis of these selected models. 

This article describe teachers coaching teaching including the purpose, process, who should coach, and the effects of the coaching. 

The current study extracted and aggregated data from single-case studies that used Performance feedback (PF) in school settings to increase teachers' use of classroom-based interventions.

This paper presents the results of a rigorous experiment examining the impact of pay for performance on student achievement and instructional practice.

In his 1964 paper, "Course Improvement through Evaluation, " Lee Cronbach urged another step: a most generous inclusion of behavioral - science variables in order to examine the possible causes and effects of quality teaching He proposed that the main objective for evaluation is to uncover durable relationships -those appropriate for guiding future educational programs.

Peer observation aims to support the sharing of practice, and builds self-awareness about the impact of one's teaching practice in order to affect change.

Summative assessment is an appraisal of learning at the end of an instructional unit or at a specific point in time. It compares student knowledge or skills against standards or benchmarks. Summative assessment includes midterm exams, final project, papers, teacher-designed tests, standardized tests, and high-stakes tests. 

Bill & Melinda Gates Foundation launched the Intensive Partnerships for Effective Teaching initiative. The initiative's goal is dramatic gains in student achievement, graduation rates, and college-going, especially for LIM students. 

the authors examine how the five profiled systems are addressing assessment quality, evaluating teachers in nontested subjects and grades, and assigning teachers responsibility for particular students. The authors also examine what is and is not known about the quality of various student performance measures used by school systems.

the authors examine how the five profiled systems are addressing assessment quality, evaluating teachers in nontested subjects and grades, and assigning teachers responsibility for particular students. The authors also examine what is and is not known about the quality of various student performance measures used by school systems.

Chicago Public Schools initiated the Excellence in Teaching Project, a teacher evaluation program designed to increase student learning by improving classroom instruction through structured principal–teacher dialogue.

The purpose of this special issue is to address current issues, challenges, and promising approaches for providing Tier 2 behavioral interventions in school settings. Articles solicited for this issue address gaps in the literature and implementation needs and challenges specifically for Tier 2.

In this article, the authors describe key features of the multi-tiered support (MTS) continuum of intervention and assessment and present a case study to illustrate implementation of some components of the framework with four middle school teachers.

This study has 2 purposes: examine the effect of an observation-feedback intervention on the rate of a teacher's behavior-specific praise of students with emotional and behavioral disorders (EBD) and the effect of increased rates of a teacher's behavior-specific praise on the on-task behavior of a class of students with EBD.

This study explored the effects of visual performance feedback (VPF) delivered in real-time using screen sharing technology on a discrete teacher practice (i.e., positive feedback) for four general education teachers in a middle school using a multiple baseline across teachers design.

This study examined the effectiveness of a classroom teacher intervention, the Targeted Reading Intervention (TRI), in helping struggling readers in kindergarten and first grade. This intervention used biweekly literacy coaching in the general education classroom to help classroom teachers use diagnostic strategies with struggling readers in one-on-one 15-min sessions.  

This paper offers evidence that evaluation can shift the teacher effectiveness distribution through a different mechanism: by improving teacher skill, effort, or both in ways that persist long-run.

This paper offers evidence that evaluation can shift the teacher effectiveness distribution through a different mechanism: by improving teacher skill, effort, or both in ways that persist long-run.

In the research reported here, the authors study one approach to teacher evaluation: practice-based assessment that relies on multiple, highly structured classroom observations conducted by experienced peer teachers and administrators. 

This report proposes six design standards that any rigorous and fair teacher evaluation system should meet. It offers a blueprint for better evaluations that can help every teacher succeed in the classroom—and give every student the best chance at success. 

"The Mirage" describes the widely held perception among education leaders that they already know how to help teachers improve, and that they could achieve their goal of great teaching in far more classrooms if they just applied what they knew more widely.

The authors examine the causes and consequences of the status of teacher evaluation and its implications for the current national debate about performance pay for teachers. The report also examines a number of national, state, and local evaluation systems that offer potential alternatives to current practice.

The authors examine the causes and consequences of the status of teacher evaluation and its implications for the current national debate about performance pay for teachers. The report also examines a number of national, state, and local evaluation systems that offer potential alternatives to current practice.

The authors examine the causes and consequences of the status of teacher evaluation and its implications for the current national debate about performance pay for teachers. The report also examines a number of national, state, and local evaluation systems that offer potential alternatives to current practice.

In this study, the results of five training studies evaluating the effects of a coaching program for use in Dutch primary and secondary schools are described.

This study evaluated whether the Targeted Reading Intervention (TRI), a classroom teacher professional development program delivered through webcam technology literacy coaching, could provide rural classroom teachers with the instructional skills to help struggling readers progress rapidly in early reading.

This report examines the pervasive and longstanding failure to recognize and respond to variations in the effectiveness of teachers. 

U.S. public policy has increasingly been conceived, debated, and evaluated through the lenses of politics and ideology. The fundamental question -- Will the policy work? -- too often gets short shrift or even ignored. A remedy is an evidence-based policy--a rigorous approach that draws on careful data collection, experimentation, and both quantitative and qualitative analysis to determine what the problem is, which ways it can be addressed, and the probable impacts of each of these ways. 

A preliminary survey of 32 school districts identified as having highly developed teacher evaluation systems was followed by the selection of 4 case study districts.

 Due to the increased need to support teachers' use of evidence-based practices in multi-tiered systems of support such as RTI [Response to Intervention] and PBIS [Positive Behavior Interventions and Support], coaching can extend and strengthen professional development. This paper describes a multi-level approach to coaching and provides implications for practice and research.

The purpose of this study is to examine research to answer the question, What is the impact of teacher professional development on student achievement.

This second edition includes an expanded set of classroom observation tools, moving from 23 to 40 and more linkages to the job-embedded nature of the informal classroom observations.