Use multiple raters for principal-assigned professional practice ratings to improve consistency¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The report recommends improving the professional practice measure by drawing on more than one rater per teacher, because school-level variation in principal-assigned ratings suggests standards may differ across schools. The authors state the measure "might be improved by using more than one rater for each teacher."

Design Implications¶

Context¶

Requirements¶

• Requires additional trained raters beyond each teacher's school principal to produce practice ratings.

Constraints¶

• Recommended in the context of Pittsburgh Public Schools' newly implemented evaluation measures; the report notes variation across schools on the principal-assigned rating.

Target Learners¶

• K-12 teachers in districts implementing multiple-measure teacher evaluation systems

Target Learning Goals¶

• Accurate, consistent differentiation of teacher effectiveness for evaluation and staff development

Related Strategies¶

• Use evidence about evaluation-measure properties to inform modifications of the principal evaluation system and state guidance to districts

Examples¶

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Key Sources¶

• Duncan Chaplin, Brian Gill, Allison Thompkins, Hannah Miller. (2014). Professional Practice, Student Surveys, and Value-Added: Multiple Measures of Teacher Effectiveness in the Pittsburgh Public Schools. Regional Educational Laboratory Mid-Atlantic, Institute of Education Sciences. https://ies.ed.gov/ncee/edlabs