Educator agreement with positive TPE statements rose from the 2013 to the 2014 survey, with the strongest increases on SLO support items¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2017: local conditions change quickly

Subclaims¶

q2 i? Between the 2013 and 2014 surveys, more teachers and principals agreed with positive statements about TPE, with some of the strongest increases on SLO items such as guidance in selecting pre/post assessments (principals +27%, teachers +19%). → Slotnik 2014

Evidence¶

Slotnik 2014¶

Slotnik, W. J., Bugler, D., & Liang, G. (2014). Real progress in Maryland: Student learning objectives and teacher and principal evaluation. WestEd and Community Training and Assistance Center. http://marylandpublicschools.org/MSDE/programs/tpe/index.html

q2 · i? · associational · r2

Year-to-year comparison of the 2013 and 2014 Maryland TPE surveys (Table 2). The report states "the stresses of implementation during the first year lessen in the second year, and people begin to view the reform more positively," and that "some of the strongest increases relate to SLOs"; printed changes include +27% for principals and +19% for teachers on guidance for selecting pre/post assessments, marked significant at the 95% level. No effect size is printed.

"Educators report that the stresses of implementation during the first year lessen in the second year, and people begin to view the reform more positively."

Discussion¶

Related Claims¶

• In every district, more educators agree than disagree that they share a common language for the SLO process — related
• Educators' positive perceptions of Maryland's TPE system increased year by year from 2013 to 2016 on every measure tracked — a broader claim this one bears on
• Newer teachers (0-3 years) hold more positive views of TPE than veteran teachers (10+ years) — related
• Principals are generally more positive about TPE than teachers, but perception gaps are narrowing — related
• Educators report insufficient SLO training and scarce SLO quality rating rubrics as key implementation challenges — related
• About 45% of teachers still report needing further TPE-related training despite year-over-year improvement — related
• Educator perceptions of TPE become more positive with each year of implementation — a broader claim this one bears on
• Principals' positive perceptions of TPE rose 17 to 37 percentage points and teachers' rose 20 to 31 percentage points between 2013 and 2016 — a broader claim this one bears on
• Instructionally focused TPE implementation is seen as more valuable, while compliance-driven implementation increases teacher stress — related
• Most states adopted and most principals and teachers reported implementing college- and career-readiness-focused state standards in 2013-14 — 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