Education Drivers

Teacher Evaluation Feedback

Feedback is information about performance that improves performance. It should not be confused with teacher evaluation. The difference between evaluation and feedback is that evaluation summarizes performance across a large time span (annual). Feedback summarizes performance across a much shorter time span-performance today. Feedback can be likened to formative assessment, as it provides guidance to improve performance during the year. Feedback informs teachers about how they are performing relative to expectations and worthy educational outcomes. Principals can use feedback as a valuable supervision tool. Principals give feedback to teachers to reinforce work that meets standards or when necessary provide corrective information for improving administrative, instructional, behavior management, and soft skill competencies. Performance feedback may be as simple as giving praise or exacting as when systematically delivered as a part of coaching. For the best results, feedback must meet these four conditions: (1) It is objective, reliable, measureable, and specific; (2) it provides information about what was done well, what needs improvement, and how to improve; (3) it is delivered frequently and immediately following performance; and (4) it is about performance rather than personal characteristics.

Performance Feedback Overview

(Wing Institute Originl Paper)

Cleaver, S., Detrich, R. & States, J. (2019). Overview of Performance Feedback. Oakland, CA: The Wing Institute. https://www.winginstitute.org/teacher-evaluation-feedback.

Teacher effectiveness has been a persistent concern in education (Greenwood & Maheady, 1997; Scheeler, Ruhl, & McAfee, 2004). As evidence emerges about which teaching practices are most effective, it is important to help all teachers develop and strengthen their instructional efficacy. Fortunately, there is consensus about which teaching practices have the most consistent positive impact in general education (e.g., Ellis, Worthington, & Larkin, 1994; National Reading Panel, 2000) and special education (e.g., Albers & Greer, 1991; Carnine, Silbert, & Kame’enui, 1997; Ysseldyke, Algozzine, & Thorlow, 2000).

Teachers require professional development to improve their effectiveness and strengthen their ability to implement evidence-based practices (EBPs), or practices proven effective in advancing student knowledge and skills across multiple settings (Domitrovich, Gest, Jones, Gill, & Sanford DeRousie, 2010). In general, teachers face challenges learning, using, and sustaining new practices (Hemmeter, Snyder, Kinder, & Artman, 2011; Mesa, Lewis-Palmer, & Reinke, 2005). Given these challenges, professional development is particularly important as more schools work to successfully implement EBPs (Domitrovich et al., 2010). Performance feedback is one method of providing teachers with the skills necessary to implement effective instructional strategies (Scheeler et al., 2004).

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

Defining Performance Feedback

Learning is a process that occurs constantly in classrooms and professional development settings. Within that process, feedback is the practice element at the core of many established practices such as active student responding and formative assessment. However, when learners do not receive feedback or when feedback is vague, the translation of learning into actual performance is not clear. The more specific the feedback a performer (teacher or student) receives, the better the performance (States, 2019).

            Within a clearly defined target behavior, performance feedback is a way to show a person his or her current performance level as well as how it relates to previous performance and the goal (Mortenson & Witt, 1998). In schools, feedback that incorporates data-based information about a specific, observable behavior is given to teachers to improve the delivery of an instructional practice (Scheeler et al., 2004; Solomon, Klein, & Politylo, 2012). It is information (e.g., quantitative data, descriptive feedback) about an aspect of teaching behavior (Cooper, Heron, & Heward, 2007).

            As an aspect of professional development, performance feedback typically follows instruction on the behavior such as a training session (Scheeler et al., 2004) and can be adapted to meet the needs of the teacher and context (e.g., Kaiser, Ostrosky, & Alpert, 1993; Mudd & Wolery, 1987). For example, it can be provided via email to teachers who had demonstrated mastery with a practice and in person to teachers who would benefit from conversation about an instructional strategy.

            Performance feedback can be provided in various forms including the following (Scheeler et al., 2004):

  • Corrective feedback (identifies errors and provides ways to correct them)
  • Noncorrective feedback (identifies errors but does not correct them)
  • General feedback (nonspecific)
  • Specific feedback (objective information about a behavior)
  • Positive feedback (praise contingent on the demonstration of a desirable behavior) 

Performance feedback has been organized into various aspects (Van Houton, 1980):

  • Type of feedback given (e.g., the content of the feedback, the information collected)
  • Method of delivery (e.g., in person, audio, video)
  • Frequency and timing of feedback (immediate or delayed)
  • Person delivering the feedback (supervisor or peer).

In this overview, performance feedback is the feedback given to teachers on established EBPs.

How Does Performance Feedback Fit Into Teacher Development ?

Professional development is intended to improve teacher practice and subsequently student outcomes (Yoon, Duncan, Scarloss, & Shapley, 2007). It is incorporated into the practice of coaching teachers, which often involves training and modeling a practice, observing a teacher using the practice, and providing feedback (Yoon et al., 2007). Performance feedback is a key aspect of coaching that has been shown to produce changes in teacher behavior (Kretlow & Bartholomew, 2010).

Why Is Performance Feedback Important?

Performance feedback is proving to be more effective than other interventions in improving teacher practice. For example, performance feedback has a greater effect size (ES)—0.73—than interventions such as charter schools (0.21), smaller class size (0.21), increased spending (0.08), and high-stakes testing (0.08; States, 2019).

Performance feedback may demonstrate positive impacts because of how performance feedback aligns with effective instructional methods that involve modeling a skill followed by practice with feedback. When teachers are asked to learn and implement new practices, they need support to implement those practices with fidelity. Frequent, specific feedback provides teachers with the information they require to improve practice. For example, in a single case design study in a middle school classroom, when a teacher was provided with real-time visual performance feedback, for example, showing a graph of student praise provided during a lesson, the amount of positive feedback the teacher provided to students (the desired behavior) increased. The amount of positive behavior by students also increased (Sweigert, Landrum, & Pennington, 2015).

Research on Performance Feedback

There are decades of research on performance feedback. Scheeler et al. (2004) reviewed 10 studies that involved nine in-service and 199 pre-service teachers from the 1970s to the early 2000s that examined the impact of at least one aspect of feedback. Across the studies, various types of feedback (e.g., general, corrective) were incorporated. When teachers received feedback on a behavior (e.g., increasing the use of positive feedback or decreasing “um” and “like” during instruction), that behavior increased or decreased depending on the feedback.

The results from these 10 studies indicated that positive, specific, and corrective feedback produced changes in teacher behavior, specifically an increase in the use of specific teaching behaviors. When feedback was given immediately, teachers acquired new behaviors faster and with greater accuracy. Feedback provided by supervisors and peers was equally effective in increasing effective teaching behaviors and decreasing unwanted behaviors (Scheeler et al., 2004).

            In another study (Noell, Witt, Gilbertson, Ranier, & Freeman, 1997), teachers were provided with daily feedback on their implementation of an academic intervention for three 3rdgrade students. The teachers demonstrated high levels of treatment fidelity for the initial 2 to 4 days, after which the fidelity decreased. The use of feedback and the subsequent increased fidelity improved performance for two of the three students.

In another study (Mortenson & Witt, 1998), four teachers were provided with feedback on their use of a reinforcer-based classroom intervention. The focus of the feedback was to increase the fidelity of implementation. Teacher implementation improved in three of the four teachers. Student data did improve but was more variable than teacher improvement.

In a study that focused on teachers’ use of behavior-specific praise for six students (Reinke, Lewis-Palmer, & Merrell, 2007), feedback was given using a visual representation to teachers. The performance feedback produced an increase in behavior-specific praise from teachers relative to baseline, and there was some generalization as teachers increased their use of behavior-specific praise. After the intervention, teachers exhibited more praise than baseline (before the intervention), but at lower rates than during the intervention.

In another study (Hemmeter et al., 2011), data-based performance feedback was delivered via email with a focus on increasing preschool teachers’ use of descriptive praise. When teachers received training and email feedback, they demonstrated an increase in using descriptive praise and a decrease in challenging the behaviors of preschoolers.

Solomon et al. (2012) studied the impact of performance feedback on implementation fidelity. Findings indicated that performance feedback was moderately effective in increasing teacher fidelity in implementing an EBP after it was introduced. In addition, performance feedback was a way to stem any decrease in fidelity after training.

Targeted reading instruction, an intervention that uses one-on-one instructional reading skill lessons, uses teacher coaching as professional development in the strategy. Virtual or in-person coaching is used to provide feedback and problem solve around student concerns (Vernon-Faegans et al., 2012). Students who received this intervention scored higher in reading skills than those who did not (Amendum, Vernon-Feagans, & Ginsburg, 2011; Vernon-Faegans et al., 2012).

Finally, a study by Rock et al. (2104) of bug-in-ear eCoaching, that involved providing real-time feedback using technology, examined the practices of 14 teachers at multiple points in time (before coaching, during coaching, and 2 years afterward). Two years after the initial feedback sessions, teachers had maintained their improvements.

Synthesis: What We Know

This research tells us that specific, positive, corrective feedback leads immediately to positive changes in teacher behavior (Scheeler et al., 2004). Also, performance feedback is an established way to support teacher implementation of new skills in a classroom setting (Hemmeter et al., 2011; Solomon et al., 2012) and to maintain that impact over time (Rock et al., 2014).

When performance feedback is incorporated consistently into teacher professional development, it can produce gains in student achievement (e.g., Vernon-Faegans et al., 2012). And when performance feedback is provided for specific tasks (e.g., EBPs), it can improve teacher fidelity or the use of a practice (e.g., Solomon et al., 2012).

What Is the Impact of Performance Feedback on Student Outcomes?

While performance feedback does improve teacher practice, its impact on student outcomes is less evident and consistent (e.g., Scheeler et al., 2004). However, it has been shown to increase on-task behaviors of students. Sutherland, Wehby, and Copeland (2000) investigated the rate of behavior-specific praise given by teachers in classrooms for students with emotional and behavior disabilities. When teachers increased their use of behavior-specific praise, through the use of feedback, student on-task behavior increased from 49% to 86%.

In a study of targeted reading intervention, which included real-time performance feedback for teachers (Vernon-Faegans, Kainz, Hedrick, Ginsburg, & Amendum, 2013), struggling readers who received the intervention improved their reading skills faster than struggling readers who did not receive the intervention (ES = 0.36–0.63 on student academic tests). This indicates that struggling readers that received the intervention significantly outperformed struggling readers in the control groups. Other studies have also shown an impact on student achievement (e.g., Vernon-Faegens et al., 2012), although it is not clear if the difference in progress was related to the intervention or to feedback.

            Currently, additional research needs to be done on the following:

  • Impact of technology advancements on feedback delivery and subsequently on teacher practice and student outcomes
  • Parameters for the most effective feedback in terms of length, duration, and frequency

Implementation Considerations

The research that has been conducted on performance feedback connects feedback to EBPs (e.g., Kretlow & Bartholomew, 2010; Noell et al., 1997; Vernon-Faegans et al., 2013). To this end, it is important to identify and focus on an EBP for performance feedback (Stormont & Reinke, 2013). A general practice or a specific, targeted intervention should be the focus, but whatever is chosen should be an EBP.

            Once an EBP is identified, teachers should be trained in the intervention using explicit instruction that involves modeling, practice, and feedback. Then, feedback should be provided until teachers demonstrate mastery during the training phase and in the classroom setting (Stormont & Reinke, 2013). How feedback is delivered has an impact on outcomes; in one third of the studies on feedback they reviewed, Kluger and DeNisi (1996) found that the feedback had produced a negative result. They also concluded that when the feedback related to the task, the impact on behavior was greater than when the feedback was personal.

            The selection of who will be giving the feedback is important. That person should know both the practice and how to deliver feedback (Showers, 1985; Stormont & Reinke, 2013). One factor to bear in mind when choosing a person are any power considerations. For example, a power dynamic must be considered when feedback is given as part of an evaluation (e.g., a principal providing feedback to a teacher) (Showers, 1985).  

            Finally, performance feedback should be delivered in an effective manner (Stormont & Reinke, 2013). Aspects of effective delivery supported by research include the following:

  • Building rapport: A supportive relationship makes it more likely that teachers will voice concerns and be open to problem solving (Reinke, Herman, & Sprick, 2011)
  • Setting a purpose for the observation: The purpose may be to provide support when a teacher needs it most or to strengthen implementation of a practice in general
  • Identifying data to collect that is
    • oCritical to the intervention being delivered
    • oObservable in the classroom setting
    • oSelected in collaboration with the teacher to identify the most useful data
    • oRelated to student outcomes (e.g., student behaviors, student work)
  • Providing feedback immediately or within 24 hours of the observation
  • Determining the feedback delivery method (e.g., verbally in person, email, written communication, graph or other visual representation of teacher behavior) before the observation
  • Supporting individual teacher skills, personalities, and abilities
  • Establishing sustainable structures, such as peer collection of ongoing data, to ensure that results from performance feedback are maintained over time

When delivering feedback in an email, provide the following information (Hemmeter et al., 2011; Schepis, Reid, Ownbey, & Parsons, 2001):

  • A positive statement about something effective that was observed,
  • Supportive feedback based on what the teacher did correctly,
  • Suggestions for improvement,
  • Request for a response, and
  • A closing positive statement.

Ideally, feedback will be provided weekly or monthly (Casas‐Arce, Lourenço, & Martínez‐Jerez, 2017; Lam, DeRue, Karam, & Hollenbeck, 2011), although timing will differ from teacher to teacher. Teachers with immediate needs may receive more frequent feedback (Barton, Kinder, Casey, & Artman, 2011). For example, a teacher who is implementing a new strategy may need more support than a teacher who is maintaining implementation of the strategy. In addition, teacher characteristics also influence the frequency of feedback (e.g., new teachers may need more feedback than veteran teachers).

As performance feedback is used, it is important to assess the impact in teacher practice and student achievement (Barton et al., 2011). Establish a way to determine whether or not the feedback has been effective (e.g., teacher fidelity of implementation of a strategy, student academic outcomes).

Cost Considerations

Performance feedback can be implemented within a feedback structure that provides for observation and communication (e.g., in-person meeting, email) and fits within a school’s existing structures.

Performance feedback is often part of a broader coaching plan, the cost of which varies depending on district and goals (e.g., the amount to hire a coach versus providing feedback using existing staff). One study (Knight, 2012) found that the average cost-per-teacher for coaching across three schools ranged from $3,620 to $5,220, a cost 6 to 12 times more than traditional professional development. This cost will vary from district to district and may be worthwhile for boosting student outcomes.

Conclusion

Performance feedback is a promising way to build teacher skill and increase teacher use of EBPs, practices that have been shown to improve student achievement. Furthermore, when provided around a task and in real time, performance feedback can impact both academic and functional student behaviors.

Citations

Albers, A. E., & Greer, R. D. (1991). Is the three-term contingency trial a predictor of effective instruction? Journal of Behavioral Education, 1(3),337–254.

Amendum, S. J., Vernon-Feagans, L., & Ginsberg, M. C. (2011). The effectiveness of a technologically facilitated classroom-based early reading intervention. The Elementary School Journal, 112(1), 107–131.

Barton, E. E., Kinder, K., Casey, A. M., & Artman, K. M. (2011). Finding your feedback fit: Strategies for designing and delivering performance feedback systems. Young Exceptional Children, 14(1), 29–46. doi: 10.1177/1096250610395459

Carnine, D. W., Silbert, J., & Kame’enui, E. J. (1997). Direct instruction reading(3rd ed.). Englewood Cliffs, NJ: Merrill/Prentice-Hall.

Casas-Arce, P., Lourenço, S. M., Martínez-Jerez, F. A. (2017). The performance effect of feedback frequency and detail: Evidence from a field experiment in customer satisfaction. Journal of Accounting Research, 55,1051–1088.

Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.

Domitrovich, C. E., Gest, S. D., Jones, D., Gill, S., & Sanford DeRousie, R. M. (2010). Implementation quality: Lessons learned in the context of the Head Start REDI trial. Early Childhood Research Quarterly, 25, 284–298.

Ellis, E. S., Worthington, L. A., & Larkin, M. J. (1994). Executive summary of research synthesis on effective teaching principles and the design of quality tools for educators.(Tech. Rep. No. 6). Eugene, OR: University of Oregon, National Center to Improve the Tools of Educators.

Greenwood, C. R., & Maheady, L. (1997). Measurable change in student performance: Forgotten standard in teacher preparation? Teacher Education and Special Education, 20(3),265–275.

Hemmeter, M. L., Snyder, P., Kinder, K., & Artman, K. (2011). Impact of performance feedback delivered via electronic mail on preschool teachers’ use of descriptive praise. Early Childhood Research Quarterly, 26(1), 96–109.

Kaiser, A. P., Ostrosky, M. M., & Alpert, C. L. (1993). Training teachers to use environmental arrangement and milieu teaching with nonvocal preschool children. Journal of the Association for People With Severe Handicaps, 18(3), 188–199.

Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254–284.

Knight, D. S. (2012). Assessing the cost of instructional coaching. Journal of Education Finance, 38(1), 52–80.

Kretlow, A. G., & Bartholomew, C. C. (2010). Using coaching to improve the fidelity of evidence-based practices: A review of studies. Teacher Education and Special Education, 33(4),279–299.

Lam, C. F., Derue, D. S., Karam, E. P., & Hollenbeck, J. R. (2011). The impact of feedback frequency on learning and task performance: Challenging the “more is better” assumption. Organizational Behavior and Human Decision Processes, 116(2), 217–228.

Mesa, J., Lewis-Palmer, T., & Reinke, W. (2005). Providing teachers with performance feedback on praise to reduce student problem behavior. Beyond Behavior, 15(1), 3–7.

Mortenson, B. P., & Witt, J. C. (1998). The use of weekly performance feedback to increase teacher implementation of a pre referral academic intervention. School Psychology Review, 27(4), 613–627.

Mudd, J. M., & Wolery, M. (1987). Training Head Start teachers to use incidental teaching. Journal of Early Intervention, 11(2), 124–134.

National Reading Panel. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups(NIH Publication No. 00-4754). Washington, DC: U. S. Government Printing Office.

Noell, G. H., Witt, J. C., Gilbertson, D. N., Ranier, D. D., & Freeland, J. T. (1997). Increasing teacher intervention implementation in general education settings through consultation and performance feedback. School Psychology Quarterly, 12,77–88.

Reinke, W. M., Herman, K. C., & Sprick, R. (2011). Motivational interviewing for effective management: The classroom check-up. New York, NY: Guilford Press.

Reinke, W. M., Lewis-Palmer, T., & Martin, E. (2007). The effect of visual performance feedback on teacher behavior-specific praise. Behavior Modifications, 31(3), 247–263.

Rock, M. L., Schumaker, R. E., Gregg, M., Howard, P. W., Gable, R. A., & Zigmond, N. (2014). How are they now? Longer term effects of eCoaching through online bug-in-ear technology. Teacher Education and Special Education, 37(2),161–181.

Scheeler, M. C., Ruhl, K. L., & McAfee, J. K. (2004). Providing performance feedback to teachers: A review. Teacher Education and Special Education, 27(4), 396–407.

Schepis, M. M., Reid, D. H., Ownbey, J. B., & Parsons, M. B. (2001). Training support staff to embed teaching within natural routines of young children with disabilities in an inclusive preschool. Journal of Applied Behavior Analysis, 34(2), 313–327.

Showers, B. (1985). Teachers coaching teachers. Educational Leadership, 42(7),43–48.

Solomon, B. G., Klein, S. A., & Politylo, B. C. (2012). The effect of performance feedback on teachers’ treatment integrity: A meta-analysis of the single-case literature. School Psychology Review, 41(2), 160–175.

States, J. (2019, January). Maximizing the effectiveness of teacher evaluation.Paper presented at the Hawaii International Conference on Education, Honolulu.

Stormont, M., & Reinke, W. M. (2013). Implementing Tier 2 social behavioral interventions: Current issues, challenges, and promising approaches.Journal of Applied School Psychology, 29(2), 121–125.

Sutherland, K., Wehby, J., & Copeland, S. (2000). Effect on varying rates of behavior-specific praise on the on-task behavior of students with EBD.Journal of Emotional and Behavioral Disorders, 8(1), 2–8.

Sweigart, C. A., Landrum, T. J., & Pennington, R. C (2015). The effect of real-time visual performance feedback on teacher feedback: A preliminary investigation. Education and Treatment of Children, 38(4), 429–450.

Van Houten, R. (1980). Learning through feedback.New York, NY: Human Science Press.

Vernon-Feagans, L., Kainz, K., Amendum, S., Ginsberg, M., Wood, T., & Bock, A. (2012). Targeted reading intervention: A coaching model to help classroom teachers with struggling readers. Learning Disability Quarterly, 35(2), 102–114.

Vernon-Faegans, L., Kainz, K., Hedrick, A., Ginsberg, M., Amendum, S. (2013). Live webcam coaching to help early elementary classroom teachers provide effective literacy instruction for struggling readers: The Targeted Reading Intervention. Journal of Educational Psychology, 105(4), 1175–1187.

Ysseldyke, J. E., Algozzine, B.., & Thurlow, M. L. (2000). Critical issues in special education(3rd ed.). Boston, MA: Houghton Mifflin.

Yoon, K. S., Duncan, T., Lee, S. W.-Y., Scarloss, B., & Shapley, K. (2007). Reviewing the evidence on how teacher professional development affects student achievement(Issues and Answers Report, REL 2007–No. 033). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest. Retrieved from http://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/REL_2007033.pdf

 

Publications

TITLE
SYNOPSIS
CITATION
Teacher Coaching Overview

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.

 

Cleaver, S., Detrich, R. & States, J. (2018). Overview of Teacher Evaluation. Oakland, CA: The Wing Institute. https://www.winginstitute.org/teacher-evaluation-teacher-coaching.

 

Overview: Formal Teacher Evaluation

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.

Cleaver, S., Detrich, R. & States, J. (2018). Overview of Teacher Formal Evaluation. Oakland, CA: The Wing Institute.https://www.winginstitute.org/teacher-evaluation-formal.

Informal Teacher Evaluation

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.

Cleaver, S., Detrich, R., & States, J. (2019). Informal Teacher Evaluation. Oakland, CA: The Wing Institute. Retrieved from https://www.winginstitute.org/staff-informal.

Performance Feedback in Education: On Who and For What

This paper reviews the importance of feedback in education reviewed the scientific model of behavior change (antecedent, behavior, consequences).

Daniels, A. (2013). Feedback in Education: On Whom and for What. In Performance Feedback: Using Data to Improve Educator Performance (Vol. 3, pp. 77-95). Oakland, CA: The Wing Institute.

Performance Feedback in Education: On Who and For What

This paper reviews the importance of feedback in education reviewed the scientific model of behavior change (antecedent, behavior, consequences).

Daniels, A. (2013). Feedback in Education: On Whom and for What. In Performance Feedback: Using Data to Improve Educator Performance (Vol. 3, pp. 77-95). Oakland, CA: The Wing Institute.

Summative Assessment Overview

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. 

States, J., Detrich, R. & Keyworth, R. (2018). Overview of Summative Assessment. Oakland, CA: The Wing Institute. https://www.winginstitute.org/assessment-summative

Thirty years of Getting Teachers to be More Effective
This paper presents a model for building a school organizational culture that trains and supports teachers in an effective, efficient, and sustainable manner.
Fitch, S. (2013). Thirty years of Getting Teachers to be More Effective Retrieved from ../../uploads/docs/2013WingSummitSF.pdf.
Working with Staff to Promote Data-Based Decision Making: Recommended Strategies and Common Pitfalls [Publication]
This paper discusses evidence-based ways of working with staff to promote program intervention integrity and accurate data collection.
Reid, D. (2010). Working with Staff to Promote Data-Based Decision Making: Recommended Strategies and Common Pitfalls.Journal of Evidence-Based Practices for Schools, 11(2), 169–186.

 

Data Mining

TITLE
SYNOPSIS
CITATION
How does performance feedback affect the way teachers carry out interventions?
This analysis examined the impact of performance feedback on the quality of implementation of interventions.
Detrich, R. (2015). How does performance feedback affect the way teachers carry out interventions? Retrieved from how-does-performance-feedback.
How often are treatment integrity measures reported in published research?
This analysis examined the frequency that treatment integrity is reported in studies of research-based interventions.
Detrich, R. (2015). How often are treatment integrity measures reported in published research? Retrieved from how-often-are-treatment.
How well are Interventions Implemented in Educational Settings?
This analysis examined two studies to understand the reliability of self-reporting of practitioners implementing interventions.
Detrich, R. (2015). How well are Interventions Implemented in Educational Settings? Retrieved from how-well-are-interventions.
Does Feedback Improve Performance?
This review is a summary of the effect size of the effectiveness feedback to improve both student and teacher performance.
States, J. (2011). Does Feedback Improve Performance? Retrieved from does-feedback-improve-performance.
Does the use of coaching as a professional development strategy improve student performance?
This review examines research on the effectiveness of coaching as a teacher training tool that can improve student performance.
States, J. (2011). Does the use of coaching as a professional development strategy improve student performance? Retrieved from does-use-of-coaching.
What Distinguishes Effective Supervisors From Marginal Supervisors?
This inquiry looks at research on the impact of supervisors and the activities they engage in that most improve staff performance.
States, J. (2011). What Distinguishes Effective Supervisors From Marginal Supervisors? Retrieved from what-distinguishes-effective-supervisors.
How does coaching compare with traditional staff development in improving student achievement?
This analysis compares the effectiveness of coaching compared to traditional forms of professional development for teachers.
States, J. (2012). How does coaching compare with traditional staff development in improving student achievement? Retrieved from how-does-coaching-compare.

 

Presentations

TITLE
SYNOPSIS
CITATION
Performance Feedback: Use It or Lose It

This paper examines the importance of performance feedback systems at all levels of school, staff and student outcomes to achieve desired results over time.

Keyworth, R. (2011). Performance Feedback: Use It or Lose It [Powerpoint Slides]. Retrieved from 2011-aba-presentation-randy-keyworth.

Performance Feedback in Education: On Who and For What
This paper reviews the importance of feedback in education reviewed the scientific model of behavior change (antecedent, behavior, consequences).
Daniels, A. (2011). Performance Feedback in Education: On Who and For What [Powerpoint Slides]. Retrieved from 2011-wing-presentation-aubrey-daniels.
Using Student Data as a Basis for Feedback to Teachers
This paper offers an alternative to evaluating teachers based on student performance on annual high stakes tests.
Detrich, R. (2011). Using Student Data as a Basis for Feedback to Teachers [Powerpoint Slides]. Retrieved from 2011-aba-presentation-ronnie-detrich.
Care Enough to Count: Measuring Teacher Performance
What teachers do with students is important. It should be measured to assure that they are doing the important things.
Detrich, R. (2013). Care Enough to Count: Measuring Teacher Performance [Powerpoint Slides]. Retrieved from 2013-aba-presentation-karen-hager.
Thirty years of Getting Teachers to be More Effective
This paper presents a model for building a school organizational culture that trains and supports teachers in an effective, efficient, and sustainable manner.
Fitch, S. (2013). Thirty years of Getting Teachers to be More Effective [Powerpoint Slides]. Retrieved from 2013-wing-presentation-suzanne-fitch.
ROKs: Remote Observation Kits
This paper presents a teacher coaching model using high quality audio and video technology to address the needs of teacher training in remote areas.
Hager, K. (2013). ROKs: Remote Observation Kits [Powerpoint Slides]. Retrieved from 2013-wing-presentation-karen-hager.
Teacher Induction: Where the Rubber Meets the Road
The paper examines one of the most critical components of teach training: an on-the-job, ongoing system of coaching and performance feedback to improve skill acquisition, generalization and maintenance.
Keyworth, R. (2010). Teacher Induction: Where the Rubber Meets the Road [Powerpoint Slides]. Retrieved from 2010-aba-presentation-randy-keyworth.
Teacher Coaching: The Missing Link in Teacher Professional Development
Research suggests that coaching is one of the most effective strategies in training teachers. This paper identifies the critical practice elements of coaching and their absence in teacher training.
Keyworth, R. (2013). Teacher Coaching: The Missing Link in Teacher Professional Development [Powerpoint Slides]. Retrieved from 2013-calaba-presentation-randy-keyworth.
Project AIM: Assess, Improve & Maintain Effective Teaching Practices
This paper shared a model for teacher assessment and professional development that address theneeds of large school districts in an effective and efficient manner.
Lewis, T. (2013). Project AIM: Assess, Improve & Maintain Effective Teaching Practices [Powerpoint Slides]. Retrieved from 2013-wing-presentation-teri-lewis.
Working with Staff to Promote Data-Based Decision Making: Recommended Strategies and Common Pitfalls
This paper discusses evidence-based ways of working with staff to promote program intervention integrity and accurate data collection.
Reid, D. (2009). Working with Staff to Promote Data-Based Decision Making: Recommended Strategies and Common Pitfalls [Powerpoint Slides]. Retrieved from 2009-wing-presentation-dennis-reid.
TITLE
SYNOPSIS
CITATION
Is the three-term contingency trial a predictor of effective instruction?

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.

Albers, A. E., & Greer, R. D. (1991). Is the three-term contingency trial a predictor of effective instruction?. Journal of Behavioral Education1(3), 337-354.

Critical issues in special education

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

Algozzine, J. E., Thurlow, M., & Ysseldyke, J. E. (2000). Critical issues in special education.

On the Path to Equity: Improving the Effectiveness of Beginning Teachers

This report highlights the work of New Teacher Center (NTC), a national nonprofit organization headquartered in Santa Cruz, California, that has partnered with states, districts, and policymakers to develop programs and policies that accelerate new teacher effectiveness.

Alliance for Excellent Education (2014). On the path to equity: Improving the effectiveness of beginning teachers. Washington, DC: Author. Retrieved from https://all4ed.org/wp-content/uploads/2014/07/PathToEquity.pdf

An objective review of the effectiveness and essential characteristics of performance feedback in organizational settings (1985-1998)

The main objective of the present review was to update the feedback literature review conducted by Balcazar, Hopkins, and Suarez in 1985. The current review identified 68 applications of feedback from 43 studies in applied organizational settings.

Alvero, A. M., Bucklin, B. R., & Austin, J. (2001). An objective review of the effectiveness and essential characteristics of performance feedback in organizational settings (1985-1998). Journal of Organizational Behavior Management21(1), 3-29.

The effectiveness of a technologically facilitated classroom-based early reading intervention: The targeted reading intervention

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. 

Amendum, S. J., Vernon-Feagans, L., & Ginsberg, M. C. (2011). The effectiveness of a technologically facilitated classroom-based early reading intervention: The targeted reading intervention. The Elementary School Journal112(1), 107-131.

Teacher evaluations: What is the issue and why does it matter? Policy snapshot

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.

Aragon, S. (2018). Teacher Evaluations: What Is the Issue and Why Does It Matter? Policy Snapshot. Education Commission of the States.

Evaluating the impact of performance-related pay for teachers in England.

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

Atkinson, A., Burgess, S., Croxson, B., Gregg, P., Propper, C., Slater, H., & Wilson, D. (2009). Evaluating the impact of performance-related pay for teachers in England. Labour Economics16(3), 251-261.

Problems with the use of student test scores to evaluate teachers

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. 

Baker, E. L., Barton, P. E., Darling-Hammond, L., Haertel, E., Ladd, H. F., Linn, R. L., ... & Shepard, L. A. (2010). Problems with the Use of Student Test Scores to Evaluate Teachers. EPI Briefing Paper# 278. Economic Policy Institute.

Pay for Percentile

This paper proposes an incentive scheme for educators that links compensation to the ranks of their students within comparison sets. 

Barlevy, G., & Neal, D. (2012). Pay for percentile. The American Economic Review, 102(5), 1805-1831.

Enhancing Adherence to a Problem Solving Model for Middle-School Pre-Referral Teams: A Performance Feedback and Checklist Approach

This study looks at the use of performance feedback and checklists to improve middle-school teams problem solving.

Bartels, S. M., & Mortenson, B. P. (2006). Enhancing adherence to a problem-solving model for middle-school pre-referral teams: A performance feedback and checklist approach. Journal of Applied School Psychology, 22(1), 109-123.

Finding your feedback strategies for designing and delivering performance feedback systems.

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

Barton, E. E., Kinder, K., Casey, A. M., & Artman, K. M. (2011). Finding your feedback fit: Strategies for designing and delivering performance feedback systems. Young Exceptional Children, 14(1), 29–46. doi: 10.1177/1096250610395459

Houston ties teachers’ pay to test scores.

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. 

Blumenthal, R. (2006). Houston ties teachers’ pay to test scores. New York Times13.

Do Principals Know Good Teaching When They See It?

This article examines the effectiveness and related issues of current methods of principal evaluation of teachers.

Burns M. (2011). Do Principals Know Good Teaching When They See It?. Educational policy, 19(1), 155-180.

Direct Instruction Reading

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. 

Carnine, D., Silbert, J., Kameenui, E. J., & Tarver, S. G. (1997). Direct instruction reading. Columbus, OH: Merrill.

The Performance Effect of Feedback Frequency and Detail: Evidence from a Field Experiment in Customer Satisfaction

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.

Casas‐Arce, P. A. B. L. O., Lourenço, S. M., & MARTÍNEZ‐JEREZ, F. A. (2017). The performance effect of feedback frequency and detail: Evidence from a field experiment in customer satisfaction. Journal of Accounting Research55(5), 1051-1088.

How much are districts spending to implement teacher evaluation systems: Case studies of Hillsborough County Public Schools, Memphis City Schools, and Pittsburgh Public Schools.

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. 

Chambers, J., Brodziak de los Reyes, I., & O'Neil, C. (2013). How Much are Districts Spending to Implement Teacher Evaluation Systems?.

Measuring the Impacts of Teachers II: Teacher Value-Added and Student Outcomes in Adulthood

This paper examines the issue of the efficacy of valued-added measures in evaluating the effectiveness of teachers and long term impact on student’s lives.

Chetty, R., Friedman, J. N., & Rockoff, J. E. (in press II). Measuring the impact of teachers II: Evaluating bias in teacher value-added estimates. American Economic Review.

Teacher Coaching Overview

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.

Cleaver, S., Detrich, R. & States, J. (2018). Overview of Teacher Evaluation. Oakland, CA: The Wing Institute. https://www.winginstitute.org/teacher-evaluation-teacher-coaching.

Overview: Formal Teacher Evaluation

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.

Cleaver, S., Detrich, R. & States, J. (2018). Overview of Teacher Formal Evaluation. Oakland, CA: The Wing Institute.https://www.winginstitute.org/teacher-evaluation-formal.

Informal Teacher Evaluation

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.

Cleaver, S., Detrich, R., & States, J. (2019). Informal Teacher Evaluation. Oakland, CA: The Wing Institute. Retrieved from https://www.winginstitute.org/staff-informal.

Effects of immediate performance feedback on implementation of behavior support plans, 2005

The purpose of this study is to examine the effects of feedback on treatment integrity for implementing behavior support plans.

Codding, R. S., Feinberg, A. B., Dunn, E. K., & Pace, G. M. (2005). Effects of immediate performance feedback on implementation of behavior support plans. Journal of Applied Behavior Analysis, 38(2), 205-219.

Evaluating the Effectiveness of Teacher Preparation Programs for Support and Accountability. Research & Policy Brief

This brief explores research that points to the opportunities and the challenges that evaluating teacher preparation programs differently presents.

Coggshall, J. G., Bivona, L., & Reschly, D. J. (2012). Evaluating the Effectiveness of Teacher Preparation Programs for Support and Accountability. Research & Policy Brief. National Comprehensive Center for Teacher Quality. Retrieved from https://eric.ed.gov/?id=ED543773

Impact of the script in a supplemental reading program on instructional opportunities for student practice of specified skills

This study sought to investigate the impact of a supplemental program’s script on the rate of on-task and off-task instructional opportunities offered by the instructor for students to practice the specific skills targeted in lesson exercises.

Cooke, N. L., Galloway, T. W., Kretlow, A. G., & Helf, S. (2011). Impact of the script in a supplemental reading program on instructional opportunities for student practice of specified skills. The Journal of Special Education45(1), 28-42.

Applied Behavior Analysis

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.

Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis.

Can teachers be evaluated by their students’ test scores? Should they be? The use of value-added measures for teacher effectiveness in policy and practice

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.

Corcoran, S. P. (2010). Can Teachers Be Evaluated by Their Students' Test Scores? Should They Be? The Use of Value-Added Measures of Teacher Effectiveness in Policy and Practice. Education Policy for Action Series. Annenberg Institute for School Reform at Brown University (NJ1).

Performance Feedback in Education: On Who and For What

This paper reviews the importance of feedback in education reviewed the scientific model of behavior change (antecedent, behavior, consequences).

Daniels, A. (2013). Feedback in Education: On Whom and for What. In Performance Feedback: Using Data to Improve Educator Performance (Vol. 3, pp. 77-95). Oakland, CA: The Wing Institute.

Enhancing Professional Practice: A Framework for Teaching

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.

Danielson, C. (2007). Enhancing professional practice: A framework for teaching. ASCD.

Evaluations that help teachers learn.

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

Danielson, C. (2011). Evaluations that help teachers learn. Educational leadership68(4), 35-39.

The framework for teaching evaluation instrument, 2013 instructionally focused edition

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.

Danielson, C. (2013). The framework for teaching evaluation instrument, 2013 instructionally focused edition. Retrieved from http://usny.nysed.gov/rttt/teachers-leaders/practicerubrics/Docs/danielson-teacher-rubric-2013-instructionally-focused.pdf

Policies that support professional development in an era of reform.

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.

Darling-Hammond, L., & McLaughlin, M. W. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 76(8), 597–604.

Teacher evaluation in the organizational context: A review of the literature.

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

Darling-Hammond, L., Wise, A. E., & Pease, S. R. (1983). Teacher evaluation in the organizational context: A review of the literature. Review of educational research53(3), 285-328.

What research says about using value-added measures to evaluate teachers.

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.

David, J. L. (2010). What research says about using value-added measures to evaluate teachers. Educational Leadership, 67(8), 81–82. Retrieved from http://www.ascd.org/publications/educational_leadership/may10/vol67/num08/Using_Value-Added_Measures_to_Evaluate_Teachers.aspx

Implementation Quality: Lessons Learned in the Context of the Head Start REDI Trial

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.

Domitrovich, C. E., Gest, S. D., Jones, D., Gill, S., & DeRousie, R. M. S. (2010). Implementation quality: Lessons learned in the context of the Head Start REDI trial. Early Childhood Research Quarterly25(3), 284-298.

The three-minute classroom walkthrough: Changing school supervisory practice one teacher at a time

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.

Downey, C. J., Steffy, B. E., English, F. W., Frase, L. E., & Poston, W. K. (2004). The three-minute classroom walkthrough: Changing school supervisory practice one teacher at a time. Thousand Oaks, CA: Corwin Press.

How do principals really improve schools?

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.

Dufour, R., & Mattos, M. (2013). How Do Principals Really Improve Schools?. Educational Leadership70(7), 34-40.

An Exploration of Teacher Acceptability of Treatment Plan Implementation: Monitoring and Feedback Methods.

This paper summarizes survey results about the acceptability of different methods for monitoring treatment integrity and performance feedback.

Easton, J. E., & Erchul, W. P. (2011). An Exploration of Teacher Acceptability of Treatment Plan Implementation: Monitoring and Feedback Methods. Journal of Educational & Psychological Consultation, 21(1), 56-77. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/10474412.2011.544949?journalCode=hepc20.

Teacher Observation. Education Endowment Foundation

Research strongly suggests that feedback obtained through direct observations of performance can be a powerful tool for improving teacher’s skills. This study examines a peer teacher observation method used in England. The study found no evidence that Teacher Observation improved student language and math scores.

 

Education Endowment Foundation (2017). Teacher Observation. Education Endowment Foundation. Retrieved https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/teacher-observation/.

 

 

Effective Teaching Principles and the Design of Quality Tools for Educators

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.

Ellis, E. S., Worthington, L. A., & Larkin, M. J. (1994). research synthesis on effective teaching principles and the design of quality tools for educators.(Tech. Rep. No. 6). Eugene, OR: University of Oregon, National Center to Improve the Tools of Educators.

What educators need to know about ESSA.

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.

Fennell, M. (2016). What educators need to know about ESSA. Educational Leadership, 73, 62–65.

Leading for Instructional Improvement: How Successful Leaders Develop Teaching and Learning Expertise

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.

Fink, S., & Markholt, A. (2011). Leading for instructional improvement: How successful leaders develop teaching and learning expertise. John Wiley & Sons.

Teacher Incentives and Student Achievement: Evidence from New York City Public Schools

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. 

Fryer, R. G. (2013). Teacher incentives and student achievement: Evidence from New York City public schools. Journal of Labor Economics31(2), 373-407.

Monitoring reading growth using student recalls: Effects of two teacher feedback systems

The purpose of this study was to compare two types of teacher feedback, using an ongoing measurement system that involved students’ performance on a reading recall task.

Fuchs, L. S., Fuchs, D., & Hamlett, C. L. (1989). Monitoring reading growth using student recalls: Effects of two teacher feedback systems. The Journal of Educational Research83(2), 103-110.

Approaches to Evaluating Teacher Effectiveness: A Research Synthesis

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

Goe, L., Bell, C., & Little, O. (2008). Approaches to Evaluating Teacher Effectiveness: A Research Synthesis. National Comprehensive Center for Teacher Quality.

A Practical Guide to Designing Comprehensive Teacher Evaluation Systems: A Tool to Assist in the Development of Teacher Evaluation Systems

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.

Goe, L., Holdheide, L., & Miller, T. (2011). A Practical Guide to Designing Comprehensive Teacher Evaluation Systems: A Tool to Assist in the Development of Teacher Evaluation Systems. National Comprehensive Center for Teacher Quality.

Is this just a bad class? Assessing the stability of measured teacher performance

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.

Goldhaber, D. D., & Hansen, M. (2008). Is it Just a Bad Class?: Assessing the Stability of Measured Teacher Performance. Seattle, WA: Center on Reinventing Public Education.

Identifying effective teachers using performance on the job

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. 

Gordon, R., Kane, T. J., & Staiger, D. O. (2006). Identifying Effective Teachers Using Performance on the Job. The Hamilton Project Policy Brief No. 2006-01. Brookings Institution.

Measurable change in student performance: Forgotten standard in teacher preparation?

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. 

Greenwood, C. R., & Maheady, L. (1997). Measurable change in student performance: Forgotten standard in teacher preparation?. Teacher Education and Special Education20(3), 265-275.

Undue process: Why bad teachers in twenty-five diverse districts rarely get fired

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?

Griffith, D., & McDougald, V. (2016). Undue process: Why bad teachers in twenty-five diverse districts rarely get fired. Washington DC: Thomas B. Fordham Institute. Retrieved from http://edex. s3-us-west-2. amazonaws. com/publication/pdfs2812, 29.

Effective Instructional Time Use for School Leaders: Longitudinal Evidence from Observations of Principals

This study examines principals’ time spent on instructional functions. The results show that the traditional walk-through has little impact, but principals provide coaching, evaluation, and focus on educational programs can make a difference.

Grissom, J. A., Loeb, S., & Master, B. (2013). Effective Instructional Time Use for School Leaders: Longitudinal Evidence from Observations of Principals. Educational Researcher, 42(8), 433-444.

Teacher characteristics and gains in student achievement: Estimation using micro-data.

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

Hanushek, E. A. (1971). Teacher characteristics and gains in student achievement: Estimation using micro data. American Economic Review61(2), 280-288.

Teacher Deselection.

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

Hanushek, E. A. (2009). Teacher deselection. Creating a new teaching profession168, 172-173.

Why public schools lose teachers

This paper examines the issue of teacher attrition and the factors that motivate teachers leaving schools. The results indicate that teacher mobility is much more strongly related to characteristics of the student population (race and lower socioeconomic status) and achievement. The study finds salary plays a much smaller role in these decisions.

Hanushek, E., Kain, J., & Rivkin, S. (2004). Why public schools lose teachers. Journal of Human Resources, 39(2), 326-354.

The Power of Feedback

This paper provides a conceptual analysis of feedback and reviews the evidence related to its impact on learning and achievement.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112.

Teacher evaluation as a policy target for improved student learning: A fifty-state review of statute and regulatory action since NCLB

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.

Hazi, H. M., & Rucinski, D. A. (2009). Teacher evaluation as a policy target for improved student learning: A fifty-state review of statute and regulatory action since NCLB. education policy analysis archives17, 5.

Impact of performance feedback delivered via electronic mail on preschool teachers’ use of descriptive praise.

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. 

Hemmeter, M. L., Snyder, P., Kinder, K., & Artman, K. (2011). Impact of performance feedback delivered via electronic mail on preschool teachers’ use of descriptive praise. Early Childhood Research Quarterly26(1), 96-109.

Learning from teacher observations: Challenges and opportunities posed by new teacher evaluation systems

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. 

Hill, H., & Grossman, P. (2013). Learning from teacher observations: Challenges and opportunities posed by new teacher evaluation systems. Harvard Educational Review, 83(2), 371-384.

A New Definition

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

Hirsh, S. (2009). A new definition. Journal of Staff Development, 30(4), 10–16.

Teacher turnover and teacher shortages: An organizational analysis

This paper investigates organizational characteristics and conditions in schools that drive staffing problems and teacher turnover.

Ingersoll, R. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499-534.

Do Principals Fire the Worst Teachers?

This paper examines how principals make decisions regarding teacher dismissal. The study estimates the relative weight that school administrators place on a variety of teacher characteristics and finds evidence that principals do consider teacher absences and value-added measures, along with several demographic characteristics, in determining which teachers to dismiss.

Jacob, B. A. (2010). Do principals fire the worst teachers? (No. w15715). National Bureau of Economic Research.

Can Principals Identify Effective Teachers? Evidence on Subjective Performance Evaluation in Education

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.

Jacob, B. A., & Lefgren, L. (2008). Can principals identify effective teachers? Evidence on subjective performance evaluation in education. Journal of Labor Economics, 26(1), 101-136.

Training Teachers to Use Environmental Arrangement and Milieu Teaching with Nonvocal Preschool Children

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.

Kaiser, A. P., Ostrosky, M. M., & Alpert, C. L. (1993). Training teachers to use environmental arrangement and milieu teaching with nonvocal preschool children. Journal of the Association for Persons with Severe Handicaps18(3), 188-199.

Praise counts: Using self-monitoring to increase effective teaching practices

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.

Kalis, T. M., Vannest, K. J., & Parker, R. (2007). Praise counts: Using self-monitoring to increase effective teaching practices. Preventing School Failure: Alternative Education for Children and Youth51(3), 20-27.

Estimating teacher impacts on student achievement: An experimental evaluation

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.

Kane, T. J., & Staiger, D. O. (2008). Estimating teacher impacts on student achievement: An experimental evaluation (No. w14607). National Bureau of Economic Research.

Gathering Feedback for Teaching: Combining High-Quality Observations with Student Surveys and Achievement Gains.

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.

Kane, T. J., & Staiger, D. O. (2012). Gathering Feedback for Teaching: Combining High-Quality Observations with Student Surveys and Achievement Gains. Research Paper. MET Project. Bill & Melinda Gates Foundation.

Gathering Feedback for Teaching: Combining High-Quality Observations with Student Surveys and Achievement Gains.

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.

Kane, T. J., & Staiger, D. O. (2012). Gathering Feedback for Teaching: Combining High-Quality Observations with Student Surveys and Achievement Gains. Research Paper. MET Project. Bill & Melinda Gates Foundation.

Identifying effective classroom practices using student achievement data

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.

Kane, T. J., Taylor, E. S., Tyler, J. H., & Wooten, A. L. (2011). Identifying effective classroom practices using student achievement data. Journal of human Resources, 46(3), 587-613.

 

The Effects of Feedback Interventions on Performance: A Historical Review, a Meta-Analysis, and a Preliminary Feedback Intervention Theory

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.

Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological bulletin119(2), 254.

Assessing the cost of instructional coaching.

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. 

Knight, D. S. (2012). Assessing the cost of instructional coaching. Journal of Education Finance, 52-80.

Using Coaching to improve the Fidelity of Evidence-Based Practices: A Review of Studies

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.

Kretlow, A. G., & Bartholomew, C. C. (2010). Using coaching to improve the fidelity of evidence-based practices: A review of studies. Teacher Education and Special Education33(4), 279-299.

The impact of feedback frequency on learning and task performance: Challenging the “more is better” assumption.

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. 

Lam, C. F., DeRue, D. S., Karam, E. P., & Hollenbeck, J. R. (2011). The impact of feedback frequency on learning and task performance: Challenging the “more is better” assumption. Organizational Behavior and Human Decision Processes116(2), 217-228.

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.

Lash, A., Tran, L., & Huang, M. (2016). Examining the Validity of Ratings from a Classroom Observation Instrument for Use in a District's Teacher Evaluation System. REL 2016-135. Regional Educational Laboratory West.

The two purposes of teacher evaluation

ver 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. 

Marzano, R. J. (2012). Teacher Evaluation: What’s fair? What’s effective? The two purposes of teacher evaluation. Educational Leadership, 70(3), 14–19. Alexandria, VA: ASCD. Retrieved from http://www.ascd.org/publications/educational-leadership/nov12/vol70/num03/The-Two-Purposes-of-Teacher-Evaluation.aspx

Effective supervision: Supporting the art and science of teaching

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. 

Marzano, R. J., Frontier, T., & Livingston, D. (2011). Effective supervision: Supporting the art and science of teaching. Ascd.

School leadership that works: From research to results

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: 

Marzano, R. J., Waters, T., & McNulty, B. A. (2001). School leadership that works: From research to results. ASCD.

Alternative student growth measures for teacher evaluation: Implementation experiences of early-adopting districts

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.

McCullough, M., English, B., Angus, M. H., & Gill, B. (2015). Alternative student growth measures for teacher evaluation: Implementation experiences of early-adopting districts (No. 8a9dfcb1bc6143608448114ea9b69d06). Mathematica Policy Research.

What is the purpose of teacher evaluation today? A conversation between Bellwether and Fordham.

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. 

McDougald, V., Griffith, D., Pennington, K., & Mead, S. (2016). What is the purpose of teacher evaluation today? A conversation between Bellwether and Fordham. Retrieved from https://edexcellence.net/articles/what-is-the-purpose-of-teacher-evaluation-today-a-conversation-between-bellwether-and

Providing Teachers with Performance Feedback on Praise to Reduce Student Problem Behavior

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.

Mesa, J., Lewis-Palmer, T., & Reinke, W. (2005). Providing Teachers with Performance Feedback on Praise to Reduce Student Problem Behavior. Beyond Behavior15(1), 3-7.

Validity research on teacher evaluation systems based on the framework for teaching.

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.

Milanowski, A. T. (2011). Validity Research on Teacher Evaluation Systems Based on the Framework for Teaching. Online Submission.

The Use of Weekly Performance Feedback to Increase Teacher Implementation of a Pre-referral Academic Intervention.

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

Mortenson, B. P., & Witt, J. C. (1998). The use of weekly performance feedback to increase teacher implementation of a prereferral academic intervention. School Psychology Review, 613-627. 

Training Head Start Teachers to Use Incidental Teaching

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

Mudd, J. M., & Wolery, M. (1987). Training head start teachers to use incidental teaching. Journal of the Division for Early Childhood11(2), 124-134.

Promoting Educator Effectiveness: The Effects of Two Key Strategies

The National Center for Education Evaluation, a division of the Institute of Education Sciences has released a new research brief that evaluated two strategies for improving educator effectiveness as measured by improvements in student outcomes.  

National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences (March 2018).  Promoting Educator Effectiveness: The Effects of Two Key Strategies.

A Nation at Risk: The imperative for education reform.

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.

National Commission on Excellence in Education. (1983). A Nation at Risk: The imperative for education reform. Retrieved from https://www.edreform.com/wp-content/uploads/2013/02/A_Nation_At_Risk_1983.pdf

 

 
Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups

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.

National Reading Panel. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups(NIH Publication No. 00-4754). Washington, DC: U. S. Government Printing Office.

Increasing teacher intervention implementation in general education settings through consultation and performance feedback

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.

Noell, G. H., Witt, J. C., Gilbertson, D. N., Ranier, D. D., & Freeland, J. T. (1997). Increasing teacher intervention implementation in general education settings through consultation and performance feedback. School Psychology Quarterly, 12(1).

For good measure? Teacher evaluation policy in the ESSA era.

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. 

Pennington, K., & Mead, S. (2016). For good measure? Teacher evaluation policy in the ESSA era. Washington, DC: Bellwether Education Partners. Retrieved from https://bellwethereducation.org/publication/good-measure-teacher-evaluation-policy-essa-era

Teacher evaluation: A comprehensive guide to new directions and practices

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

Peterson, K. D. (2000). Teacher evaluation: A comprehensive guide to new directions and practices. Corwin Press.

Drive: The surprising truth about what motivates us

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.

Pink, D. H. (2011). Drive: The surprising truth about what motivates us. Penguin.

Teachers matter: Understanding teachers’ impact on student achievement,

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.

RAND Education. (2012).Teachers matter: Understanding teachers’ impact on student achievement, Santa Monica, Calif.: Author. Retrieved from https://www.rand.org/pubs/corporate_pubs/CP693z1-2012-09.html

Motivational interviewing for effective management: The classroom check-up.

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.

Reinke, W. M., Lewis-Palmer, T., & Martin, E. (2007). The effect of visual performance feedback on teacher behavior-specific praise. Behavior Modifications, 31(3), 247–263.

How are they now? Longer term effects of eCoaching through online bug-in-ear technology.

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

Rock, M. L., Schumacker, R. E., Gregg, M., Howard, P. W., Gable, R. A., & Zigmond, N. (2014). How are they now? Longer term effects of e coaching through online bug-in-ear technology. Teacher Education and Special Education37(2), 161-181.

Teacher quality in educational production: Tracking, decay, and student achievement.

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

Rothstein, J. (2010). Teacher quality in educational production: Tracking, decay, and student achievement. The Quarterly Journal of Economics125(1), 175-214.

Teacher evaluation: An issue overview.

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?

Sawchuk, S. (2015). Teacher evaluation: An issue overview. Education Week35(3), 1-6.

Providing Performance Feedback to Teachers: A Review.

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

Scheeler, M. C., Ruhl, K. L., & McAfee, J. K. (2004). Providing Performance Feedback to Teachers: A Review. Teacher Education & Special Education, 27(4).

Training support staff to embed teaching within natural routines of young children with disabilities in an inclusive preschool.

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. 

Schepis, M. M., Reid, D. H., Ownbey, J., & Parsons, M. B. (2001). Training support staff to embed teaching within natural routines of young children with disabilities in an inclusive preschool. Journal of applied behavior analysis34(3), 313-327.

The Nonnegotiable Attributes of Effective Feedback

This paper highlight the important of effective feedback to help educators grow and allow students to improve. . This paper identify a definition of effective feedback and the key attributes of effective feedback.

Schimmer, T. (2018). The Nonnegotiable Attributes of Effective Feedback. Retrieved from https://fs24.formsite.com/edweek/form509/fill?7=EDWEEKBOX

Teacher evaluation: Guide to professional practice.

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. 

Shinkfield, A. J., & Stufflebeam, D. L. (2012). Teacher evaluation: Guide to effective practice (Vol. 41). Springer Science & Business Media.

Teachers coaching teachers

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

Showers, B. (1985). Teachers coaching teachers. Educational leadership42(7), 43-48.

The effect of performance feedback on teachers’ treatment integrity: A meta-analysis of the single-case literature.

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.

Solomon, B. G., Klein, S. A., & Politylo, B. C. (2012). The effect of performance feedback on teachers' treatment integrity: A meta-analysis of the single-case literature. School Psychology Review41(2).

Teacher pay for performance: Experimental evidence from the project on incentives in teaching

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

Springer, M. G., Ballou, D., Hamilton, L., Le, V. N., Lockwood, J. R., McCaffrey, D. F., ... & Stecher, B. M. (2011). Teacher Pay for Performance: Experimental Evidence from the Project on Incentives in Teaching (POINT). Society for Research on Educational Effectiveness.

The countenance of educational evaluation

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.

 

Stake, R. E. (1967). The countenance of educational evaluation. Teachers College Record68, 523–540.Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.543.5561&rep=rep1&type=pdf

 

Teacher tip: Peer observation, feedback and reflection

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.

State Government of Victoria, Australia. (2019). Teacher tip: Peer observation, feedback and reflection.Retrieved from https://www.education.vic.gov.au/school/teachers/classrooms/Pages/approachesppnpeerobstip.aspx

Summative Assessment Overview

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. 

States, J., Detrich, R. & Keyworth, R. (2018). Overview of Summative Assessment. Oakland, CA: The Wing Institute. https://www.winginstitute.org/assessment-summative

Improving teaching effectiveness: Final report: The intensive partnerships for effective teaching through 2015–2016

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. 

Stecher, B. M., Garet, M. S., Hamilton, L. S., Steiner, E. D., Robyn, A., Poirier, J., ... & de los Reyes, I. B. (2016). Improving Teaching Effectiveness: Implementation: The Intensive Partnerships for Effective Teaching Through 2013–2014. Rand Corporation.

Incorporating student performance measures into teacher evaluation 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.

Steele, J. L., Hamilton, L. S., & Stecher, B. M. (2010). Incorporating Student Performance Measures into Teacher Evaluation Systems. Technical Report. Rand Corporation.

Implementing Tier 2 social behavioral interventions: Current issues, challenges, and promising approaches.

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.

Stormont, M., & Reinke, W. M. (2013). Implementing Tier 2 social behavioral interventions: Current issues, challenges, and promising approaches. Journal of Applied School Psychology29(2), 121-125.

Effect on varying rates of behavior-specific praise on the on-task behavior of students with EBD.

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.

Sutherland, K. S., Wehby, J. H., & Copeland, S. R. (2000). Effect of varying rates of behavior-specific praise on the on-task behavior of students with EBD. Journal of Emotional and Behavioral Disorders8(1), 2-8.

The effect of real-time visual performance feedback on teacher feedback: A preliminary investigation.

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.

Sweigart, C. A., Landrum, T. J., & Pennington, R. C. (2015). The effect of real-time visual performance feedback on teacher feedback: A preliminary investigation. Education and Treatment of Children38(4), 429-450.

Targeted reading intervention: A coaching model to help classroom teachers with struggling readers

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.  

Targeted reading intervention: A coaching model to help classroom teachers with struggling readers. Learning Disability Quarterly, 35, 102-114.

The effect of evaluation on teacher performance.

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.

Taylor, E. S., & Tyler, J. H. (2012). The effect of evaluation on teacher performance. American Economic Review102(7), 3628-51.

Can teacher evaluation improve teaching? Evidence of systematic growth in the effectiveness of mid-career teachers.

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. 

Taylor, E. S., & Tyler, J. H. (2012a). Can teacher evaluation improve teaching? Evidence of systematic growth in the effectiveness of mid-career teachers. Education Next, 12(4), 79–84. Retrieved from http://educationnext.org/can-teacher-evaluation-improve-teaching/

Teacher Evaluation 2.0.

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 New Teacher Project. (2010). Teacher Evaluation 2.0.New York, NY: Author. Retrieved from: https://tntp.org/assets/documents/Teacher-Evaluation-Oct10F.pdf

Rush to judgment: Teacher evaluation in public education

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.

Toch, T., & Rothman, R. (2008). Rush to Judgment: Teacher Evaluation in Public Education. Education Sector Reports. Education Sector.

Live webcam coaching to help early elementary classroom teachers provide effective literacy instruction for struggling readers: The Targeted Reading Intervention

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.

Vernon-Feagans, L., Kainz, K., Hedrick, A., Ginsberg, M., & Amendum, S. (2013). Live webcam coaching to help early elementary classroom teachers provide effective literacy instruction for struggling readers: The Targeted Reading Intervention. Journal of Educational Psychology105(4), 1175.

The Widget Effect: Our National Failure to Acknowledge and Act on Differences in Teacher Effectiveness.

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

Weisberg, D., Sexton, S., Mulhern, J., Keeling, D., Schunck, J., Palcisco, A., & Morgan, K. (2009). The widget effect: Our national failure to acknowledge and act on differences in teacher effectiveness. New Teacher Project.

Teacher use of interventions in general education settings: Measurement and analysis of? the independent variable

This study evaluated the effects of performance feedback on increasing the quality of implementation of interventions by teachers in a public school setting.

Witt, J. C., Noell, G. H., LaFleur, L. H., & Mortenson, B. P. (1997). Teacher use of interventions in general education settings: Measurement and analysis of ?the independent variable. Journal of Applied Behavior Analysis, 30(4), 693.

Reviewing the Evidence on How Teacher Professional Development Affects Student Achievement. Issues & Answers.

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

Yoon, K. S., Duncan, T., Lee, S. W. Y., Scarloss, B., & Shapley, K. L. (2007). Reviewing the Evidence on How Teacher Professional Development Affects Student Achievement. Issues & Answers. REL 2007-No. 033. Regional Educational Laboratory Southwest (NJ1).

The instructional leaders’ guide to informal classroom observations

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.

Zepeda, S. J. (2009). The instructional leaders’ guide to informal classroom observations.New York, NY: Routledge.

Peer and Upward Appraisals: A Comparison of their Benefits and Problems
This study reports on the positive and negative outcomes that employees associate with peer and upward appraisals used for administrative or developmental purposes. Results are discussed for their implications for future research and for the design of 360-degree performance appraisal systems.
Bettenhausen, K. L., & Fedor, D. B. (1997). Peer and Upward Appraisals A Comparison of their Benefits and Problems. Group & Organization Management, 22(2), 236-263.
Who leaves, Teacher attrition and student achievement
The purpose of this paper is to examine the relationship between student achievement and teacher attrition using value-added modeling for teachers in New York City.
Boyd, D., Lankford, H., Loeb, S., & Wyckoff, J. (2007). Who leaves, Teacher attrition and student achievement (Research Report). Albany, NY: Teacher Policy Research.
Are public schools really losing their “best”?: Assessing the career transitions of teachers and their implication for the quality of the teacher workforce
The purpose of this paper is to examine attrition and mobility of teachers using teacher value-added measures for early-career teachers in North Carolina public schools from 1996 to 2002. The results suggest the best teachers remain in teaching and stay in high socioeconomic Status and high performing schools.
Goldhaber, D., Gross, B., & Player, D. (2007). Are public schools really losing their “best”?: Assessing the career transitions of teachers and their implication for the quality of the teacher workforce. Center for Analysis of Longitudinal Data in Education Research (Working Paper 12). Washington, D.C. Urban Institute. H
Are Principals Good at Identifying Effective Teachers? A Comparison of Teachers’ Principal Ratings and Residual Gain on Standardized Tests
This study tries to answer the question: Are principals good at identifying effective teachers? It looks at the relation between principals' identification of effective teachers and student scores from the Measures of Academic Progress (MAP), a computer-adaptive test for reading, mathematics, and language usage.
Gray, J. J. (2010). Are Principals Good at Identifying Effective Teachers? A Comparison of Teachers' Principal Ratings and Residual Gain on Standardized Tests.
Supporting Principals in Implementing Teacher Evaluation Systems
With so much emphasis being placed on improving teacher performance, The National Association of Elementary School Principals and the National Association of Secondary School Principals have developed recommendations to support principals more effectively evaluate teachers.
Grissom, J. A., Loeb, S., & Master, B. (2013). Effective Instructional Time Use for School Leaders: Longitudinal Evidence from Observations of Principals. Educational Researcher, 42(8), 433-444.
Why Schools Have Difficulty Staffing Their Classrooms with Qualified Teachers
This is taken from the testimony of Richard Ingersoll in front the Pennsylvania legislature on the issues of school turnover.
Ingersoll, R. M. (2013). Why Schools Have Difficulty Staffing Their Classrooms with Qualified Teachers. Retrieved October 3, 2014
American Statistical Association’s Recent Position Statement on Value-Added Models (VAMs): Five Points of Contention
These commentaries critiques the work that links teacher value-added models to students’ long-run outcomes.
Interpretation, T. M. Q. Chetty et al. on the American Statistical Association’s Recent Position Statement on Value-Added Models (VAMs): Five Points of Contention.
Toward effective supervision: An operant analysis and comparison of managers at work, 1986
This study finds that performance monitoring is the factor that separated good mangers from ineffective managers.
Komaki, J. L. (1986). Toward effective supervision: An operant analysis and comparison of managers at work. Journal of Applied Psychology, 71(2), 270.
TITLE
SYNOPSIS
Data Quality Campaign
This nonprofit organization promotes the systematic and outcome driven use of data at all levels of education
New Teacher Center
The New Teacher Center provides research, policy analyses, training and support for improving new teacher support and induction.
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