Instructionally focused TPE implementation is seen as more valuable, while compliance-driven implementation increases teacher stress¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Districts implementing TPE from an instructional and capacity-building perspective show educators seeing more value in evaluation results, whereas mandate-driven implementation is associated with more stress about achieving a highly effective rating. → Slotnik 2015

Evidence¶

Slotnik 2015¶

Slotnik, W. J., Bugler, D., & Liang, G. (2015). Change in Practice in Maryland: Student Learning Objectives and Teacher and Principal Evaluation. Mid-Atlantic Comprehensive Center (WestEd and Community Training and Assistance Center). https://eric.ed.gov/?id=ED568386

q2 · i? · associational · r2

Report finding drawing on key leader interviews, focus groups, and survey data across districts. In instructional-focus districts, “educators see more value of the evaluation results in promoting instructional conversations and measuring teacher performance.”

"When the implementation of TPE is driven to a greater extent by complying with mandates, there is generally more stress for teachers related to achieving the “highly effective” rating and a greater sense of loss of the reflection dimension of evaluation."

Discussion¶

Related Claims¶

• Two-way, genuine district-teacher communication is associated with more effective TPE implementation — related
• Educator perceptions of TPE become more positive with each year of implementation — related
• Principals' positive perceptions of TPE rose 17 to 37 percentage points and teachers' rose 20 to 31 percentage points between 2013 and 2016 — related
• Principals are generally more positive about TPE than teachers, but perception gaps are narrowing — related
• Educator agreement with positive TPE statements rose from the 2013 to the 2014 survey, with the strongest increases on SLO support items — related
• Principals and teachers increasingly agree that school and district support for TPE implementation is helpful, with principals more positive than teachers — related
• Among SLO districts the most frequently reported benefit was increased collaboration, while alternative assessment-based value-added models were perceived as fairer than SLOs — related
• Principal-teacher conferences were perceived as more reflective and objective than past evaluations, but many principals lacked the instructional coaching skills for deep discussions of practice — related