Process-based theory of action for observation-driven teacher evaluation¶

Theory · All theories
Evidence · 6 claims (5 for, 1 mixed) · 1 study (1 causal), q3 · 1 of 1 report an effect size · 6 claims rest on one study

Description¶

The article articulates the mechanism by which observation-based evaluation is expected to improve achievement: iterative observation and conferencing change teacher practice in lesson planning, classroom environment, and instruction, which then improves student performance. As the article states, "changes to teacher practice through an iterative process of observation and conferencing—all focused on improving lesson planning and preparation, the classroom environment, and instruction—should lead to direct changes in student performance." This contrasts with output-based value-added metrics, which the authors argue do little to alter instructional practice. The theory motivates EITP's design around principal capacity, instructional feedback, and school learning climate.

Design Implications¶

Context¶

Requirements¶

• Requires classroom observations coupled with principal–teacher conferences that provide structured feedback on instructional practice

Constraints¶

• The authors note they are unaware of causal evidence linking test-score-based evaluation systems to achievement; the theory applies to process-oriented, observation-driven systems

Target Learners¶

• K-12 teachers evaluated through classroom observation

Target Learning Objectives¶

• Improving the quality of classroom instruction and, ultimately, student achievement

Claims¶

• Eitp Year1 Reading Effect 010Sd [+M]
• Higher-achieving schools realized a bigger first-year reading benefit from the evaluation pilot than lower-achieving schools [+W]
• Low-poverty schools benefited more from the evaluation pilot than high-poverty schools, in both math and reading [+W]
• No significant heterogeneity in pilot effects by school racial/ethnic composition was found [+W]
• The reading achievement gap between cohort 1 and cohort 2 schools persisted into the second year, with the year 3 estimate no longer statistically significant [+W]
• The first-year effect of the EITP pilot on school-level math achievement (0.05 SD) was not statistically significant [~W]

Related Theories¶

Examples¶

• Excellence in Teaching Project (EITP): Danielson Framework-based principal observation and conferencing system
• Action Research
• After Action Review
• Ongoing Feedback
• Reflection on Lessons
• Collective Data Analysis
• Professional Learning Communities

Key Sources¶

• Matthew P. Steinberg and Lauren Sartain. (2015). Does Teacher Evaluation Improve School Performance? Experimental Evidence from Chicago's Excellence in Teaching Project. Association for Education Finance and Policy. https://doi.org/10.1162/EDFP_a_00173