AN EXAMINATION OF ONE FACTOR IN SCHOOL REFORM: INCREASED TEACHER ACCOUNTABILITY IN TWO URBAN SCHOOL DISTRICTS
DOI:
https://doi.org/10.20952/revtee.v11i27.9827Resumo
Beginning in 2009, and with the passage of the American Recovery and Reinvestment Act of 2009, school districts across the United States began to be held to higher standards and their progress publicly reported. Student achievement began to be measured by standardized testing and great efforts were being made to reduce the achievement gap. This paper is based on a five-year study of teacher evaluation in two urban districts in Massachusetts where improving teacher practice was seen as an important factor in raising student achievement. This research studied efforts to address those teachers who were identified as underperforming and were supported through individual improvement plans. This paper used a case study approach to show what the practices of a sampling of these teachers looked like, teachers’ reactions to being rated unsatisfactory, and teachers’ reactions to the improvement planning process.
Downloads
Referências
Aldeman, C. & Chuong, C. (August 2014). Teacher evaluations in an era of rapid change: From “unsatisfactory” to “needs improvement”. Bellweather Educational Partners. Retrieved from: http://bellwethereducation.org/.
Barr, R.D. & Gibson, E.L. (2013). Building a culture of hope: Enriching schools with optimism and opportunity. Bloomington, IN: Solution Tree Press.
Blagg, G. (June 2016). Making the grade in America’s cities: Assessing student achievement in Urban districts. Washington, DC. Urban Institute
Case Study Research: Foundations and Methodological Orientations. (nd). Retrieved from: https://www.researchgate.net/publication/313578785_Case_Study_Research_Foundations_and_Methodological_Orientations
Corbin, J., & Strauss, A. (2015). Basics of qualitative Research. Thousand Oaks, CA: Sage.
Creswell, John W. (2014). Research design: Qualitative, quantitative and mixed methods approaches (4th ed.). Thousand Oaks, CA: Sage.
Denzin, N. & Lincoln, Y. (2011). Introduction: The discipline and practice of qualitative research. In Denzin, N. & Lincoln, Y. (Eds.), The SAGE Handbook of Qualitative Research. Thousand Oaks, CA: Sage.
Doherty, K. M. & Jacobs, S., (October 2013). Connect the dots: Using evaluations of teacher effectiveness to improve policy and practice, NCTQ State of the States, Retrieved from: ttps://files.eric.ed.gov/fulltext/ED565882.pdf
Evans, R. (1996). The human side of school change: reform, resistance, and the real-life problems of innovation. San Francisco, CA: Jossey-Bass.
Geertz, C. (1973) Interpretation of cultures. New York, NY: Basic Books.
Goodwin, B. (2010). Changing the odds for student success: What matters most. Denver, CO: McREL International.
Gorski, P. (2018). Reaching and teaching students in poverty: Strategies for erasing the opportunity gap. New York. NY: Teacher College Press
Harrison, H.; Birks, M.; Franklin, R.; & Mills, J. (2017). Case Study Research: Foundations and Methodological Orientations [34 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 18(1), Art. 19, http://nbn-resolving.de/urn:nbn:de:0114-fqs1701195.
Hidden in plain sight: Homeless students in America’s public schools (Washington, D.C.: America’s Promise Alliance, (2016), 5. http://www.gradnation.org/sites/default/files/HiddeninPlainSightFullReportFINAL.pdf
Hornstra, L. Mansfield, C., van der Veen, I., Peetsma, T., Volman, M. (2015). Motivational teacher strategies: the role of beliefs and contextual factors. Learning Environments Research. 18(3), 363–392.
Jacobs, H. H. (2010). Curriculum 21: Essential education for a changing world. Alexandria, VA: ASCD.
Marzano, R. J. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, Virginia: ASCD
Marzano, R.J., Frontier, T., & Livingston, D. (2011). Effective supervision: Supporting the art and science of teaching. Alexandria, VA: ASCD.
Massachusetts Department of Elementary and Secondary Education. (2012). Massachusetts Model System for Educator Evaluation. http://www.doe.mass.edu/edeval/model/PartIII_AppxC.pdf
Measures of Effective Teaching Project: Bill & Melinda Gates Foundation. (2013). Ensuring fair and reliable measures of effective teaching. Seattle, WA.
Merriam, Sharan B. (2015). Qualitative research: A guide to design and implementation (4th ed.). San Francisco, CA: Jossey-Bass.
Miles, M., Huberman, M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook. Thousand Oaks, CA: Sage.
Patton, K; Parker, M., & Tannehill, D., (2015). Helping Teachers Help Themselves: Professional Development That Makes a Difference. NASSP Bulletin 99(1), 26-42.
Powney, J. (2001) Homeless and a Student at School, Journal of In-Service Education, 27(3), 361-376
Prado Tuma, A, Hamilton, L., & Tsai, T (2018). A Nationwide Look at Teacher Perceptions of Feedback and Evaluation Systems. Findings from the American Teacher Panel. Rand Corporation Research Report https://www.rand.org/pubs/research_reports/RR2558.html
Rivkin, S. G., Hanushek, E. A., Kain, J. F., & Mar, N. (2005). Teachers, schools, and academic achievement. Econometrica, 73 (2), 417–458.
Schmoker, M. (2011). Focus: Elevating the essentials to radically improve student learning. Alexandria, VA: ASCD.
Schmoker, M. (2016). Leading with Focus. Alexandria, VA: ASCD
The Sage handbook of qualitative research (5th ed.). (2017). Thousand Oaks, CA: Sage.
Toch, T. ( 2016). A New Era for the Battle Over Teacher Evaluations. The Atlantic. https://www.theatlantic.com/education/archive/2016/03/a-new-era-for-the-battle-over-teacher-evaluations/472602/
Varlas, L. (2009). Highly effective teachers: Defining, rewarding, and supporting their roles. ASCD InfoBrief, 15(3).
Weisberg, D., Sexton, S., Mulhern, J., & Keeling, D. (2009). The widget effect: Our national failure to acknowledge and act on differences in teacher effectiveness. Brooklyn, NY: The New Teacher Project.
Wiggins, G. (2012). Seven keys to effective feedback. Educational Leadership. 70(1), 10-16.
Wilhelm, A., Gillespie Rouse, A., & Jones, F. (2018). Exploring Differences in Measurement and Reporting of Classroom Observation Inter-Rater Reliability. Practical Assessment, Research & Evaluation, 23(4). http://pareonline.net/getvn.asp?v=23&n=4
Will, M. (2018), Most teachers say feedback has improved their instruction, survey finds. Education Week. https://blogs.edweek.org/edweek/teacherbeat/2018/07/most_teachers_say_feedback_has_improved_instruction.html
Wright, S. P., Horn, S. P., & Sanders, W. L. (1997). Teacher and classroom context effects on student achievement: Implications for teacher evaluation. Journal of Personnel Evaluation in Education, (11).
Downloads
Publicado
Como Citar
Edição
Seção
Licença
À Revista Tempos e Espaços em Educação ficam reservados os direitos autorais pertinentes a todos os artigos nela publicados. A Revista Tempos e Espaços em Educação utiliza a licença https://creativecommons.org/licenses/by/4.0/ (CC BY), que permite o compartilhamento do artigo com o reconhecimento da autoria.
