EPAA/AAPE is a peer-reviewed, open-access, international, multilingual, and multidisciplinary journal designed for researchers, practitioners, policy makers, and development analysts concerned with education policies. EPAA/AAPE accepts unpublished original manuscripts in English, Spanish and Portuguese without restriction as to conceptual and methodological perspectives, time or place. EPAA/AAPE publishes issues comprised of empirical articles, commentaries, and special issues at roughly weekly intervals, all of which pertain to educational policy, with direct implications for educational policy.
Timothy G. Ford University of Oklahoma United States
Dr. Ford examines the role of policy and school leadership in shaping teacher and leader working conditions and in supporting teachers’ and leaders’ psychological needs as learners.
Kim Hewitt University of North Carolina at Greensboro United States
Dr. Hewitt research focuses on leadership preparation; instructional leadership, equity and social justice, and sustaining reform. She serves as director of the Principal Preparation for Excellence and Equity in Rural Schools (PPEERS) program, which involves a partnership with 12 rural districts.
Better integrating summative and formative goals in the design of next generation teacher evaluation systems
Timothy G. Ford, Kim Hewitt
Abstract
In current teacher evaluation systems, the two main purposes of evaluation—accountability/goal accomplishment (summative) and professional growth/improvement (formative)—are often at odds with one another. However, they are not only compatible, but linking them within a unified teacher evaluation system may, in fact, be desirable. The challenge of the next generation of teacher evaluation systems will be to better integrate these two purposes in policy and practice. In this paper, we integrate the frameworks of Self-determination theory and Stronge’s Improvement-Oriented Model for Performance Evaluation. We use this integrated framework to critically examine teacher evaluation policy in Hawaii and Washington, D.C.—two distinctly different approaches to teacher evaluation—for the purposes of identifying a set of clear recommendations for improving the design and implementation of teacher evaluation policy moving forward.
Amrein-Beardsley, A., & Collins, C. (2012). The SAS education value-added assessment system (SAS-EVAAS) in the Houston independent School District (HISD): Intended and unintended consequences. Educational Policy Analysis Archives, 20(12).
Lester, J. N., Lochmiller, C. R., & Gabriel, R. (2016). Locating and applying critical discourse analysis within education policy: An introduction. Education Policy Analysis Archives, 24(102), 1-15.
Smith, W. C., & Kubacka, K. (2017). The emphasis of student test scores in teacher appraisal systems. Educational Policy Analysis Archives, 25, 86.