Abstract
Teacher evaluation’s relationship with instructional improvement is under-theorized in the literature. To address this gap, this paper uses a conceptual framework rooted in human, social, and material capital to analyze and synthesize findings from research conducted since 2009 on whether and under what conditions teacher evaluation stimulates change in teachers’ instruction. We find that teacher evaluation can facilitate instructional improvement if evaluators understand teaching and the teacher evaluation system and teachers and evaluators trust each other and have opportunities to develop social capital regarding instruction. In addition, adequate time and a userfriendly online data system appear to facilitate the use of teacher evaluation to stimulate changes in teachers’ practice. This paper thus presents a theoretical framework, rooted in theory and empirical research, that may prove useful to scholars and practitioners.
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Notes
Arguments on both sides are described by Firestone (2014).
References
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Appendices
Appendix A
Databases searched
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Appendix B
Analytic sample of articles on teacher evaluation
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1.
Bogart, C. D. (2013). Teacher Evaluation and Classroom Practice: Teacher Perceptions in Northeast Tennessee. Retrieved from ProQuest LLC (Accession Number: ED555811)
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2.
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4.
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5.
Collins, C. (2014). Houston, we have a problem: Teachers find no value in the SAS education value-added assessment system (EVAAS®). Education Policy Analysis Archives, 22, 1–42.
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6.
Curtis, R., (2012). Putting the Pieces in Place: Charlotte-Mecklenburg Public Schools’ Teacher Evaluation System. Washington, DC: Aspen Institute.
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7.
Curtis, R., (2011). District of Columbia public schools: Defining instructional expectations and aligning accountability and support. Washington, DC: Aspen Institute.
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8.
Curtis, R., (2012). Building It Together: The Design and Implementation of Hillsborough County Public Schools’ Teacher Evaluation System. Washington DC: Aspen Institute.
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9.
Dee, T. S., & Wyckoff, J. (2015). Incentives, selection, and teacher performance: Evidence from IMPACT. Journal of Policy Analysis and Management, 34(2), 267–297.
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10.
Delvaux, E., Vanhoof, J., Tuytens, M., Vekeman, E., Devos, G., & Van Petegem, P. (2013). How May Teacher Evaluation Have an Impact on Professional Development? A Multilevel Analysis. Teaching and Teacher Education: An International Journal of Research And Studies, 36 1–11.
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11.
Derrington, M. L., & Kirk, J. (2017). Linking Job-Embedded Professional Development and Mandated Teacher Evaluation: Teacher as Learner. Professional Development In Education, 43(4), 630–644.
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12.
Donahue, E. (2014). Teacher perceptions of the impact of an evaluation system on classroom instructional practices Available from Proquest. ISBN 9781321659108.
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13.
Donahue, E., & Vogel, L. R. (2016). Teacher perceptions of the impact of teacher evaluation on classroom instructional practices. Annual Meeting of the American Educational Research Association, Washington, DC. 1–34.
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14.
Donaldson, M. L. (2012). Teachers’ perspectives on evaluation reform. Washington, DC: Center for American Progress.
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15.
Donaldson, M. L., Cobb, C. D., LeChasseur, K., Gabriel, R., Gonzalez, R., Woulfin, S., & Makuch, A. (2014). An evaluation of the pilot implementation of Connecticut’s system for educator evaluation and development. Storrs, CT: University of Connecticut Center for Education Policy Analysis.
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16.
Donaldson, M. L., & Woulfin , S. (2018). From Tinkering to Going “Rogue”: How Principals Use Agency When Enacting New Teacher Evaluation Systems. Educational Evaluation and Policy Analysis, 40(4), 531–556.
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17.
Donaldson, M. L., Woulfin, S., LeChasseur, K., & Cobb, C. D. (2016). The structure and substance of teachers’ opportunities to learn about teacher evaluation reform: Promise or pitfall for equity? Equity & Excellence in Education, 49(2), 183–201.
-
18.
Firestone, W. A., Blitz, C. L., Gitomer, D. H., Gradinarova-Kirova, D., Shcherbakov, A., & Nordin, T. L. (2013). Year 1 report: New Jersey teacher evaluation pilot program. New Brunswick, NJ: Rutgers Graduate School of Education.
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19.
Firestone, W. A., Nordin, T. L., Shcherbakov, A., Kirova, D., & Blitz, C. L. (2014). Pilot teacher evaluation program: Year 2 final report. New Brunswick, NJ: Rutgers Graduate School of Education.
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20.
Flores, M. A., & Derrington, M. L. (2017). School principals’ views of teacher evaluation policy: Lessons learned from two empirical studies. International Journal of Leadership in Education, 20(4), 416–431.
-
21.
Ford, T. G. (2018). Pointing teachers in the wrong direction: Understanding Louisiana elementary teachers’ use of Compass high-stakes teacher evaluation data. Educational Assessment, Evaluation and Accountability, 30, 251–283.
-
22.
Ford, T., Van Sickle, M. E., Clark, L. V., Fazio-Brunson, M., & Schween, D. (2015). Teacher self-efficacy, professional commitment, and high-stakes teacher evaluation policy in Louisiana. Educational Policy, 31(2) 1–47.
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23.
Gardinarova-Kirova, D. (2016). Meaning-making as a critical process in educational reform implementation: Insights from the development of standards-based student growth objectives (Ph.D.). Available from Proquest 10478864
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24.
Hampton, S. D. (2017). Teachers’ perceptions of the Mississippi Statewide Teacher Appraisal Rubric (M-STAR) evaluation. Dissertation Abstracts International Section A, 77,
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25.
Israel, M., Kamman, M. L., McCray, E. D., & Sindelar, P. T. (2014). Mentoring in action: The interplay among professional assistance, emotional support, and evaluation. Exceptional Children, 81(1), 45–63.
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26.
Jackson, J. K. (2011). School leadership that develops teachers’ instructional capacity.
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27.
Jiang J, Sporte S, Luppescu S. Teacher Perspectives on Evaluation Reform: Chicago’s REACH Students. Educational Researcher March 1, 2015;44(2):105–116.
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28.
Johnson, S. M., & Fiarman, S. E. (2012). The Potential of Peer Review. Educational Leadership, 70(3), 20–25.
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29.
Kraft, M. A., & Gilmour, A. F. (2016). Can principals promote teacher development as evaluators? A case study of principals’ views and experiences. Educational Administration Quarterly, 52(5), 711–753.
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30.
Lavigne, A. L., & Chamberlain, R. (2017). Teacher evaluation in Illinois: School leaders’ perceptions and practices. Educational Assessment, Evaluation and Accountability, 29(2), 179–209.
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31.
Liang, G., & Akiba, M. (2015). Teacher Evaluation, Performance-Related Pay, and Constructivist Instruction. Educational Policy, 29(2), 375–401.
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32.
Makkonen, R., Tejwani, J., Rodriguez, F. J (2015). A Descriptive Study of the Pilot Implementation of Student Learning Objectives in Arizona and Utah. WestEd, & National Center for Education Evaluation and Regional Assistance. REL 2016-102.
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33.
Marsh, J. A., Bush-Mecenas, S., Strunk, K. O., Lincove, J. A., & Huguet, A. (2017). Evaluating Teachers in the Big Easy: How Organizational Context Shapes Policy Responses in New Orleans. Educational Evaluation & Policy Analysis, 39(4), 539–570.
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34.
Maslow, V. J., & Kelley, C. J. (2012). Does Evaluation Advance Teaching Practice? The Effects of Performance Evaluation on Teaching Quality and System Change in Large Diverse High Schools. Journal Of School Leadership, 22(3), 600–632.
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35.
McCullough, M., English, B., Angus, M. H., Gill, B (2015). Alternative student growth measures for teacher evaluation: Implementation experiences of early-adopting districts. (REL 2015-093). Regional Educational Laboratory Mid-Atlantic.
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Donaldson, M.L., Firestone, W. Rethinking teacher evaluation using human, social, and material capital. J Educ Change 22, 501–534 (2021). https://doi.org/10.1007/s10833-020-09405-z
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DOI: https://doi.org/10.1007/s10833-020-09405-z