Classroom observations — one of the most widely-used forms of teacher evaluation — might be setting teachers up to fail
Teachers might be at a disadvantage during classroom observation of their instructional practice, which is one of the most widely-used tools for high-stakes job performance evaluations. And whether or not students have a history of high classroom achievement could be the reason why.
Research from the University of Pennsylvania Graduate School of Education (Penn GSE) and the American Institutes for Research (AIR) indicates that evaluations based on observing teachers in the classroom often fail to meaningfully assess teacher performance.
The study, published in Educational Evaluation and Policy Analysis, adds to the ongoing policy debate over when and how teachers should be evaluated.…Read More