Evidence Based Education Request Desk. EBE #449Report as inadecuate




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How do the six southeastern states incorporate student achievement as a component of their teacher evaluation system (or do they)? Each state uses student achievement as a component of their teacher evaluation. However, the extent to which it is expressed directly or implied in evaluation components varies from state to state. In Alabama, student achievement scores are not used directly to evaluate teacher effectiveness, but the data are used to develop professional development plans. Once evaluations are completed, teachers use the evaluation results and student achievement data to identify areas of weakness and to develop a plan for professional development. Florida is more explicit in its use of student achievement scores. Rule 6B-4.010 states that annual evaluations of professional performance of all instructional personnel be based primarily on "improved student achievement." Georgia's "keys" for teacher quality include a set of five strands (student achievement being one of the five) containing 11 standards with 26 elements. The Mississippi evaluation system is used to identify teachers in need of improvement. Components are based on six standards, each with indicators. Though not as explicit as Florida, North Carolina weaves student achievement and the use of data to understand student learning in many aspects of their evaluation components. There is an emphasis on teachers' ability to use student achievement data to inform practice. Finally, South Carolina's ADEPT states the central purpose of the system is to promote teacher quality and increase student achievement. Specifically, student achievement "has a direct relationship to each of the ADEPT domains for classroom-based teachers (planning, instruction, environment, and professionalism) and the related ADEPT Performance Standards."

Descriptors: Academic Achievement, Teacher Effectiveness, Professional Development, Teacher Evaluation

Regional Educational Laboratory Southeast. Available from: SERVE Center at University of North Carolina at Greensboro. 5900 Summit Avenue Suite 201, Browns Summit, NC 27214. Tel: 800-755-3277; Tel: 336-315-7400; Fax: 336-315-7457; Web site: http://www.serve.org









Author: Regional Educational Laboratory Southeast

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=3523&id=ED537073



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