Sorting out the signal: Do multiple measures of teachers’ effectiveness provide consistent information to teachers and principals?

Katharine O. Strunk, Tracey L. Weinsten, Reino Makkonen

Abstract


There is increasing policy interest in the use of standards-based multiple measure teacher evaluation systems that include both observational and value-added measures of teacher effectiveness. The growing literature that assesses the relationships between these measures does so mainly in academic settings using a validity lens. While valuable in their own right, this evidence from research-based settings provides little evidence about how teachers and principals receive the different signals from multiple measures of effectiveness when implemented in district contexts. Using pairwise correlations and a series of ordinary least squares regressions, this study assesses the relationships between value-added measures of teacher effectiveness and an observational measure of teacher practice as implemented in a district's pilot of a new standards-based multiple-measure teacher evaluation system. We find moderate correlations between value-added and observation-based measures, indicating that teachers will receive similar but not entirely consistent signals from each performance measure. We conclude by highlighting considerations for districts working to develop and implement standards-based multiple-measure teacher evaluation systems. 


Keywords


teacher evaluation; teacher effectiveness; teacher quality; measuring teacher practice; value-added

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DOI: http://dx.doi.org/10.14507/epaa.v22.1590

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