Preparing Principals to Evaluate Teachers. Issue Brief [electronic resource]
During the past few years, more than 30 states have enacted legislation to change the way teachers are evaluated. The new laws require the annual evaluation of teachers; typically, multiple evaluations during the school year are required for new teachers. They also require the use of multiple measur...
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Full Text (via ERIC) |
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| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
2011.
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| Subjects: |
MARC
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| 110 | 2 | |a National Governors' Association. |b Center for Best Practices. | |
| 245 | 1 | 0 | |a Preparing Principals to Evaluate Teachers. Issue Brief |h [electronic resource] |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 2011. | ||
| 300 | |a 4 p. | ||
| 500 | |a Availability: NGA Center for Best Practices. 444 North Capitol Street Suite 267, Washington, DC 20001. Tel: 202-624-5300; Fax: 202-624-5313; Web site: http://www.nga.org/center. |5 ericd. | ||
| 500 | |a Abstractor: As Provided. |5 ericd. | ||
| 516 | |a Text (Reports, Evaluative) | ||
| 520 | |a During the past few years, more than 30 states have enacted legislation to change the way teachers are evaluated. The new laws require the annual evaluation of teachers; typically, multiple evaluations during the school year are required for new teachers. They also require the use of multiple measures to determine a teacher's effectiveness and tie high-stakes decisions to the outcomes of teacher evaluations. Decisions related to tenure, compensation, and employment are among these high-stakes decisions. With such decisions tied to evaluation results, it is important that governors lead efforts to make changes to state policy to ensure that school principals and other educators responsible for conducting evaluations are trained and certified to conduct them. Governors can use the state's program approval authority to drive changes in principal preparation to improve principals' readiness to conduct teacher evaluations. Moreover, governors can call for the tracking of data on professional development to determine what type of professional development--and which providers--are most able to improve student outcomes; such information is necessary to improve the quality of professional development. The information can also be used to make data-driven decisions about resourcing professional development. Finally, governors may want to consider adopting reasonable and responsible timelines for implementing the evaluation policies to ensure principals have the time they need to adequately train, become certified, and practice conducting evaluations before evaluation results are used to make high-stakes decisions. (Contains 11 endnotes.) | ||
| 521 | 8 | |a Policymakers. |b ericd. | |
| 524 | |a NGA Center for Best Practices. |2 ericd. | ||
| 650 | 0 | 7 | |a Professional Development. |2 ericd. |
| 650 | 0 | 7 | |a Principals. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Evaluation. |2 ericd. |
| 650 | 0 | 7 | |a Evaluation Methods. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Effectiveness. |2 ericd. |
| 650 | 0 | 7 | |a Administrator Role. |2 ericd. |
| 650 | 0 | 7 | |a Administrator Education. |2 ericd. |
| 650 | 0 | 7 | |a Administrator Effectiveness. |2 ericd. |
| 650 | 0 | 7 | |a Competence. |2 ericd. |
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