Teachers view classroom observations as a fair way to evaluate their performance but largely reject student growth measures as unfair¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1–r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Most teachers agree classroom observations are a fair way to evaluate their performance, while majorities disagree that performance tasks and value-added measures are fair. → Sporte 2016 q2 i? Over 60 percent of teachers report their evaluation relies too heavily on student growth. → Sporte 2016 (2)

Evidence¶

Sporte 2016¶

Sporte, S.E., & Jiang, J.Y. (2016). Teacher Evaluation in Practice: Year 3 Teacher and Administrator Perceptions of REACH. Chicago, IL: University of Chicago Consortium on School Research. http://consortium.uchicago.edu/page/teacher-evaluation

q2 · i? · associational · r2

Year 3 (2014-15) MVMS teacher survey of CPS teachers, reported in the Findings section. The survey found "Almost 60 percent of teachers surveyed disagreed or strongly disagreed" about performance tasks and "72 percent disagreed or strongly disagreed" about value-added measures, while 76 percent agreed observations were fair.

"Almost 60 percent of teachers surveyed disagreed or strongly disagreed with the statement that performance tasks were a fair way to evaluate their performance and 72 percent disagreed or strongly disagreed that value-added measures were a fair way to evaluate their performance"

Sporte 2016 (2)¶

Sporte, S.E., & Jiang, J.Y. (2016). Teacher Evaluation in Practice: Year 3 Teacher and Administrator Perceptions of REACH. Chicago, IL: University of Chicago Consortium on School Research. http://consortium.uchicago.edu/page/teacher-evaluation

q2 · i? · associational · r1

Year 3 MVMS teacher survey item on weight of student growth in final scores; the Findings text reports "Over 60 percent of teachers reported their evaluation relies too heavily on student growth."

"Over 60 percent of teachers reported their evaluation relies too heavily on student growth ( see Figure 7 )."

Discussion¶

Related Claims¶

• Teacher and administrator perceptions of REACH changed little between Year 2 and Year 3 of implementation — related
• Teachers rated classroom observation scores as the most accurate REACH measure of teaching effectiveness and value-added measures as the least accurate — related
• Most teachers believe their REACH evaluation relies too heavily on student growth and question the fairness of the growth assessments — related
• A majority of teachers believed REACH relied too heavily on standardized tests, with special education teachers especially critical — related
• Most teachers judged their REACH evaluators fair and able to assess instruction accurately — related
• Teachers who strongly disagree that their administration is supportive are more than twice as likely to leave as those who strongly agree — related