Linking Teacher Evaluation and Student Learning

by Pamela D. Tucker, James H. Stronge

In Linking Teacher Evaluation and Student Learning , researchers Pamela D. Tucker and James H. Stronge show that including measures of student achievement in teacher evaluations can help schools focus their efforts to meet higher standards. You'll see how four school systems have built such measures into their evaluation programs in these distinct
* Documenting how desired learning outcomes translated into actual student learning

* Tracking progress on key content standards

* Setting annual quantifiable goals for students' academic progress

* Analyzing changes in students' achievement test scores
The authors explore the strengths of each approach, offer insights from teachers and administrators, and describe practical ways to incorporate similar measures of student learning into your own evaluation program. Detailed appendixes provide hands-on tools and resources to help you adapt these approaches to your school's particular needs. For any school that is working to meet higher standards, linking teacher evaluation to measures of student learning is a powerful way to refocus professional development and improve student achievement.

Genres: Education, Reference

184 pages, Paperback

First published March 28, 2005

Reviews

[Helene · Rating 3 out of 5]

Allenstown School District used this book in a book study researching teacher evaluation systems that included student accountability. Being a Focus School added impetus to finding a way to include a student growth/student learning objectives component. As part of the waiver, NH had to include up to 20% of a teacher evaluation system to include this component. There is no prescribed process, ("Live free or die.") since that would violate the "no unfunded mandates" provision, so each school district is left to it's own devices and reinventing the wheel. But I digress.

Though almost ten years old, (2005) this is one of the few books to be found that focuses on evaluation and learning. (The title says it well, after all.) It offers four models and leaves districts to take the best of each. The appendices give practical information with templates and rubrics. There are some well know models, Tennessee being the foremost one, (adopted in 1988).

We all know that the teacher is the most crucial component in the classroom. It is really difficult however to pinpoint what other factors contribute to student learning and growth. Teasing out what has made the most difference for a student is not an easy task and though I do believe teachers and administrators need to be accountable, I despair that the current system is "test crazy."

Though dated, this was a very helpful book in our study.

[Jane · Rating 2 out of 5]

I think we know a lot more about teacher evaluation and measures of student learning now than when this book was written. Even though the authors listed the pros and cons of each of the four systems they explored and evaluated, they tended to dismiss the concerns. They had some anecdotal comments from teachers about each system, but no rigorous data. I've worked with evaluation systems in business. If the people being evaluated don't perceive the system as a fair picture of their work or trust that all are treated fairly under the system, it won't work. I saw information on statistical reliability, but as Margaret Wheatley puts it, whenever we decide to measure something, we are choosing not to measure something else. The evaluation here of the evaluation systems doesn't convince me any of them are measuring the right or the best aspects of teacher effectiveness...

[Christina · Rating 4 out of 5]

Very helpful source for my dissertation

[Hafid masruri · Rating 4 out of 5]

knowledge has started from a teacher.