A Case Study of the Design and Implementation of a New Teacher Evaluation System in a Northern Michigan School District
A Case Study of the Design and Implementation of a New Teacher Evaluation System in a Northern Michigan School District

Author: Scott Moore

Publisher:

Published: 2017

Total Pages: 203

ISBN-13:

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The purpose of this study was to identify how one district attempted to meet the need for greater accountability in the teacher evaluation process as mandated by law and to describe strategies that were employed by the district to ensure the integration of student achievement data. This research highlighted how a teacher evaluation instrument evolved over a 5-year period from 2011 to the end of the 2014–2015 school year. This qualitative, single-case study comprised examination of interview responses of 17 stakeholders including a former superintendent, technology director, two board of education members, three former principals, and ten teacher-leaders. Open-ended interview questions led to an objective understanding of the process of change and compliance with Michigan legislation, PA 102 (2011). Findings revealed a consensus of the meaning interpreted by the personal experience of the stakeholders about the integration of Danielson’s (1996) teacher evaluation rubric with a system that considered multiple measures of student achievement data. Multiple themes emerged in the analysis of stakeholders’ perceptions of the efforts in one Michigan school district to comply with a state-mandated teacher evaluation process. Paramount among the themes was that trust needed to be involved in the process of teacher evaluation for improvement to transpire. Principals’ leadership and collaboration among staff, union representatives, central office, and policy-makers was critical to successful implementation of the modified teacher evaluation process. Ownership felt by all stakeholders extended confidence for addressing continuing change and assured sustainability of the process.

Investigating Practices of Research-proven Multidimensional Teacher Evaluation Systems in Michigan Schools
Investigating Practices of Research-proven Multidimensional Teacher Evaluation Systems in Michigan Schools

Author: George A. Aramath

Publisher:

Published: 2014

Total Pages: 311

ISBN-13:

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Traditional teacher evaluation systems have little to no impact on changing teacher behavior or improving student achievement. Subsequently, studies and reports show the lack of and need for a multidimensional teacher evaluation system. This deficiency and need is especially evident in Michigan due to the state's recent legislative mandate that their evaluation system must include multiple data as measures of educator effectiveness. The purpose of this study is to investigate and describe how two Michigan public schools are attempting to build a multidimensional teacher evaluation system that includes the new Michigan mandate to incorporate evidence of student learning as a significant element in teacher performance review systems. This study makes use of a qualitative case study design that includes the following sources: interviews of school personnel, review of archival documents and teacher surveys, and observations of the implementation process. The investigation answers five research questions: What strategies and processes are used by these schools in Michigan to build research-supported multidimensional teacher evaluation systems based on Charlotte Danielson's Framework for Teaching? How are schools addressing each of Danielson's four domains of teacher practice? What resources are utilized to implement a multidimensional teacher evaluation system? What challenges do schools face in implementing a multidimensional teacher evaluation system and how are they addressed? What evidences exist that the teacher evaluation system is resulting in positive educational outcomes? National and state reports acknowledge that there are few comprehensive models that exist in meeting Michigan's mandate to build a rigorous, transparent, and fair performance evaluation system. This research study addresses the need to identify and describe promising practices so that it will assist state policy makers, local districts, and individual schools to assess their current evaluation practices in order to determine possible strategies for improvement. An investment to provide all students with a quality education, which includes ensuring that they are taught by a highly effective teachers, has the potential to positively transform the lives of students and communities.

Policy, Politics, and Pedagogy
Policy, Politics, and Pedagogy

Author:

Publisher:

Published: 2014

Total Pages: 382

ISBN-13:

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"Beginning in the mid-1990s, education policies regarding teacher evaluation have been designed under the assumption that increased accountability will result in higher levels of student achievement. No Child Left Behind (NCLB) legislation is the most well-known example of this philosophy at the national level. States around the country have adopted similar mentalities when developing state evaluation requirements. Michigan enacted a series a education reforms from 2009 through 2011 that increased the rigor and frequency of the evaluations that local districts needed to integrate within their evaluation programs. Aspects of the new laws included annual evaluations for all educators, easing of procedural steps to remove ineffective teachers, reduction of tenure protections, merit pay, and student growth being a required component of district models. How teachers in all settings have responded to these new requirements is an important question in assessing their effects on the professional behavior of educators. The purpose of this study was to determine the influence of state mandated evaluation requirements on school culture and instructional practices of teachers working in three successful public school districts in Mid-Michigan. The results of the research indicate that new state evaluation laws have generally influenced teachers. Teachers in the successful schools investigated have invested in professional development aimed to increase student assessment results on standardized tests and collaboratively use data to assess the effectiveness of their teaching practices. To a lesser extent, teachers have engaged in practices such as peer observation to improve their own instruction and replicate strategies that might increase student outcomes."--leaves 3-4.

Improving Teacher Evaluation Systems
Improving Teacher Evaluation Systems

Author: Jason A. Grissom

Publisher: Teachers College Press

Published: 2016

Total Pages: 209

ISBN-13: 080775739X

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This is the first book to pull together what we have learned about the impacts and challenges of data-intensive teacher evaluation systemsa defining characteristic of the current education policy landscape. Expert researchers and practitioners speak to what we know (and what remains to be known) about evaluation measures themselves, the implementation of evaluation systems, and the use of evaluation data. The authors argue that rigorous teacher evaluation systems have the potential to promote school improvement but only if the systems are carefully designed and implemented and the data they generate are interpreted and used appropriately. This timely and important volume will be relevant and useful to school and district administrators, policymakers, researchers, and teacher education institutions grappling with issues of teacher accountability and school leadership.

The Impact of Classroom Observations and Collaborative Feedback on Evaluation of Teacher Performance, Based on the Danielson Framework For Teaching
The Impact of Classroom Observations and Collaborative Feedback on Evaluation of Teacher Performance, Based on the Danielson Framework For Teaching

Author: Christine L. Hofer

Publisher:

Published: 2016

Total Pages: 123

ISBN-13:

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ABSTRACT THE IMPACT OF CLASSROOM OBSERVATIONS AND COLLABORATIVE FEEDBACK ON EVALUATION OF TEACHER PERFORMANCE, BASED ON THE DANIELSON FRAMEWORK FOR TEACHING by CHRISTINE L. HOFER December 2016 Advisor: Dr. Thomas Edwards Major: Education Degree: Doctor of Philosophy Teacher evaluation systems in Michigan are undergoing major reforms driven by recent legislation at both the federal and state levels. Multiple teacher observations, as well as student achievement data, are now required to be a major indicator of teacher effectiveness for evaluative purposes. The reformed system is high-stakes, as employment decisions such as layoffs and termination rest squarely on evaluation results. Implementation has been fast, and school districts throughout the state are working to understand the new requirements, and to implement them fairly and with fidelity. Many districts are utilizing Charlotte Danielson0́9s Framework for Teaching (2007) as a rubric to measure teacher quality against components of effective teaching. This study begins by contrasting the ideals and beliefs behind the push for teacher accountability to the viewpoints of educational leaders and current research on best practices in education. Analysis of a school district that has implemented Danielson's Framework for Teaching for four years will be will be used to determine the impact it has had on teacher performance. A vital component of the process involves feedback conversations. The elements of collaboration that are linked to improvement in teacher performance are examined, and some of the barriers to implementing a successful system are identified. Keywords: evaluation, teacher, Michigan, union, reform, education, best practices, effective teaching, coaching, classroom observations, Framework for Teaching.

2011 State Teacher Policy Yearbook. Michigan
2011 State Teacher Policy Yearbook. Michigan

Author: National Council on Teacher Quality

Publisher:

Published: 2011

Total Pages: 166

ISBN-13:

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For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The "2011 State Teacher Policy Yearbook" includes NCTQ's biennial, full review of the state laws, rules and regulations that govern the teaching profession. This year's report measures state progress against a set of 36 policy goals focused on helping states put in place a comprehensive framework in support of preparing, retaining and rewarding effective teachers. For the first time, the "Yearbook" includes a progress rating for states on goals that have been measured over time. An overall progress ranking is also included, showing how states compare to each other in moving forward on their teacher policies. Michigan received a C+ Overall 2011 Yearbook Grade. Michigan ranks 3rd among states and has made very high progress compared to other states. Highlights from recent progress in Michigan include: (1) Evidence of student learning in teacher evaluations; (2) Tenure decisions connected to evidence of teacher effectiveness; (3) Consequences for unsatisfactory evaluations; (4) Dismissal for classroom ineffectiveness; and (5) Alternate route admissions requirements. (Contains 141 figures.) [For the full report, "State Teacher Policy Yearbook, 2011. National Summary," see ED528825.].