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Research paper thumbnail of How Do I Connect Assessment to Student Learning?

Research paper thumbnail of What Makes a Good Assessment?

Research paper thumbnail of Principals, Trust, and Cultivating Vibrant Schools

Springer eBooks, 2017

Although principals are ultimately held accountable to student learning in their buildings, the m... more Although principals are ultimately held accountable to student learning in their buildings, the most consistent research results have suggested that their impact on student achievement is largely indirect. Leithwood, Patten, and Jantzi proposed four paths through which this indirect influence would flow, and the purpose of this special issue is to examine in greater depth these mediating variables. Among mediating variables, we assert that trust is key. In this paper, we explore the evidence that points to the role that faculty trust in the principal plays in student learning and how principals can cultivate trust by attending to the five facets of trust, as well as the correlates of trust that mediate student learning, including academic press, collective teacher efficacy, and teacher professionalism. We argue that trust plays a role in each of the four paths identified by Leithwood, Patten, and Jantzi. Finally, we explore possible new directions for future research.

Research paper thumbnail of Teacher-Made Assessments: How to Connect Curriculum, Instruction, and Student Learning

Research paper thumbnail of Handbook on Teacher Portfolios: An Introduction

Research paper thumbnail of Improving Teacher-Made Assessments in Technology and Engineering Education: Generating Solid Evidence of Important Student Learning Outcomes Begins with Good Assessment Practices at the Classroom Level

Technology and Engineering Teacher, Feb 1, 2018

The article discusses how technology and engineering education (TEE) teachers can implement good ... more The article discusses how technology and engineering education (TEE) teachers can implement good assessment practices in the classroom based on a process developed by C. R. Gareis and L. W. Grant in 2015. Topics discussed include the aim to improve teachers' assessment skills and the test-item writing process, the assessment of students in both psychomotor and cognitive domains, and the steps in Gareis and Grant's process including unpacking the standards and creating a table of specifications.

Research paper thumbnail of Improving Teacher-Made Assessments in Technology and Engineering Education

Technology and Engineering Teacher, Feb 1, 2018

The article discusses how technology and engineering education (TEE) teachers can implement good ... more The article discusses how technology and engineering education (TEE) teachers can implement good assessment practices in the classroom based on a process developed by C. R. Gareis and L. W. Grant in 2015. Topics discussed include the aim to improve teachers' assessment skills and the test-item writing process, the assessment of students in both psychomotor and cognitive domains, and the steps in Gareis and Grant's process including unpacking the standards and creating a table of specifications.

Research paper thumbnail of Teacher Portfolios and Professional Development

Research paper thumbnail of Teacher Portfolios and Teacher Evaluation

Research paper thumbnail of The Role of Portfolios for the Teaching Profession

Research paper thumbnail of Putting Portfolios into Action

Research paper thumbnail of Handbook on Teacher Portfolios for Evaluation and Professional Development

Routledge eBooks, Oct 18, 2013

Handbook on Teacher Portfolios for Evaluation and Professional Development 7amela D. fucker James... more Handbook on Teacher Portfolios for Evaluation and Professional Development 7amela D. fucker James H. Stronge Christopher R. Qareis ... Handbook on Teacher Portfolios for Evaluation and Professional Development Pamela D. Tucker James H. Stronge Christopher R. Gareis ...

Research paper thumbnail of Teacher Pay & Teacher Quality: Attracting, Developing, & Retaining the Best Teachers

Acknowledgments Preface About the Authors 1. Attracting, Developing, Retaining - and Paying - Qua... more Acknowledgments Preface About the Authors 1. Attracting, Developing, Retaining - and Paying - Quality Teachers Examining Motivation: Do Financial Incentives Work in Promoting Teacher Quality? How We Pay Teachers: A Brief History of Teacher Compensation Current Issues and Trends in Teacher Compensation Teacher Pay and Teacher Quality Concluding Thoughts: Where Do We Go From Here? 2. Teacher Pay and School Purposes: How Do They Relate? Aligning Teacher Compensation With Organizational Purpose and Direction Moving Forward: Key Considerations for Developing a Compensation System Establishing Criteria: Defining and Measuring Quality Summary: Teacher Compensation in the Big Picture of School Purpose 3. Competitive Salaries and Benefits: How Do We Stack Up? How Do Principles of Environmental Scanning Apply to Teacher Compensation Systems? How Can the Competitiveness of Teacher Salaries Be Assessed? How Can Nonsalary Benefits Contribute to a Competitive Salary Package? What Role Can Working Conditions Play in a Competing Market? Summary: Teacher Quality and Competitive Pay 4. Considering Options for Teacher Pay: What Are the Promising Possibilities? Single-Salary Schedule Extra Duty/Additional Responsibility Pay Career Ladder Knowledge- and Skills-Based Pay Individual Evaluation Pay Performance-Based Pay Creative Compensation: Other Ways of Recognizing Teacher Quality Summary 5. Building a Model Teacher Compensation System: What Will Work Best for Us? Assumptions About Compensation Systems Design Principles: Considerations in Teacher Compensation Designing a Compensation System Aimed at Quality A Component-Parts Approach to Teacher Compensation A Model for Teacher Compensation A Closer Look at the Components of Compensation Compensation and Quality Alternatives to Consider Concluding Thoughts: Designing a Compensation System 6. From Planning to Implementation: How Do We Make This Change? Step 1: Develop the Aims and Criteria of the Compensation System Step 2: Select Compensation Components Step 3: Plan for Implementation Step 4: Pilot the Restructured Compensation System Step 5: Districtwide Implementation and Evaluation Concluding Thoughts: Teacher Quality and Teacher Pay Endnotes References Index

Research paper thumbnail of Student Teaching Data

This data set contains six semesters of data from the administration of an instrument designed to... more This data set contains six semesters of data from the administration of an instrument designed to measure student teaching ability. Data are divided by time administered, whether at the mid-point or final. Data are also divided by the respondent: CT is the cooperating teacher, US is the university supervisor and the ST is the student teacher. Each item corresponds directly to a item in the accompanying instrument attached as a pdf. Performance is rated on a four point scale with 1 indicating "Below Expectations," 2 indicating "Developing," 3 indicating ""Meets Expectations," and 4 indicating "Exceeds Expectations."

Research paper thumbnail of The Efficacy of Portfolios for Teacher Evaluation and Professional Development: Do They Make a Difference?

Educational Administration Quarterly, Dec 1, 2003

A multiyear study of a small school district introducing the use of portfolios as part of a new e... more A multiyear study of a small school district introducing the use of portfolios as part of a new evaluation system was conducted to determine the efficacy of portfolios in the evaluation of teacher performance both for accountability and professional development purposes. The portfolio system was found to be particularly useful in documenting teacher performance in the areas of assessment and professionalism-ones not readily observable during classroom visits by administrators. Based on summative evaluation results, the introduction of portfolios assisted administrators in making finer distinctions about the quality of teacher performance. Survey and focus group data indicated that teachers and administrators viewed portfolios as fair and accurate measures of performance but had concerns about their feasibility given the time demands of development. Portfolios were found to clearly support the accountability purposes of teacher evaluation, but further research is needed to delineate the conditions under which portfolios can be used to foster professional development.

Research paper thumbnail of Assessment Literacy for Teacher Candidates: A Focused Approach

The assessment of student learning has always been an integral element of the craft of teaching; ... more The assessment of student learning has always been an integral element of the craft of teaching; however, contemporary demands for demonstrable student growth and teacher accountability have heightened the importance of this domain of professional responsibility. Additionally, there is evidence that many novice and experienced teachers tend to be relatively weaker in this domain as compared to other areas of professional practice, such as instructional planning, instructional delivery, and classroom management. This article describes an approach to developing the assessment literacy of teacher candidates in a nationally accredited, public university. A definition of assessment literacy and a conceptual framework for the foundational knowledge and skills of assessment literacy are presented and explained within the context of a focused, one-credit course for pre-service general education teachers. Evidence of impact is provided, as are limitations and cautions. The article concludes with grounded insights into the need to develop the assessment literacy of teacher candidates.

Research paper thumbnail of Evaluation Informing Policy: A Study of the Alignment and Utility of a Growth Assessment

Proceedings of the 2023 AERA Annual Meeting

Research paper thumbnail of Teacher-Made Assessments

Research paper thumbnail of Faculty trust in the principal: an essential ingredient in high-performing schools

Journal of Educational Administration, 2015

Purpose – The purpose of this paper is to explore the relationships among faculty trust in the pr... more Purpose – The purpose of this paper is to explore the relationships among faculty trust in the principal, principal leadership behaviors, school climate, and student achievement. Design/methodology/approach – Data from 64 elementary, middle, and high schools in two school districts formed the basis of the study (n=3,215 teachers), allowing for correlational and regression analyses of the variables. Findings – The authors found that faculty trust in the principal was related to perceptions of both collegial and instructional leadership, as well as to factors of school climate such as teacher professionalism, academic press, and community engagement. Student achievement was also correlated with trust, principal leadership behaviors, and school climate. The authors found that both of the composite variables, principal behaviors and school climate, made significant independent contributions to explaining variance in student achievement and that together they explained 75 percent of the ...

Research paper thumbnail of Reclaiming an Important Teacher Competency: The Lost Art of Formative Assessment

Journal of Personnel Evaluation in Education, 2007

Research paper thumbnail of How Do I Connect Assessment to Student Learning?

Research paper thumbnail of What Makes a Good Assessment?

Research paper thumbnail of Principals, Trust, and Cultivating Vibrant Schools

Springer eBooks, 2017

Although principals are ultimately held accountable to student learning in their buildings, the m... more Although principals are ultimately held accountable to student learning in their buildings, the most consistent research results have suggested that their impact on student achievement is largely indirect. Leithwood, Patten, and Jantzi proposed four paths through which this indirect influence would flow, and the purpose of this special issue is to examine in greater depth these mediating variables. Among mediating variables, we assert that trust is key. In this paper, we explore the evidence that points to the role that faculty trust in the principal plays in student learning and how principals can cultivate trust by attending to the five facets of trust, as well as the correlates of trust that mediate student learning, including academic press, collective teacher efficacy, and teacher professionalism. We argue that trust plays a role in each of the four paths identified by Leithwood, Patten, and Jantzi. Finally, we explore possible new directions for future research.

Research paper thumbnail of Teacher-Made Assessments: How to Connect Curriculum, Instruction, and Student Learning

Research paper thumbnail of Handbook on Teacher Portfolios: An Introduction

Research paper thumbnail of Improving Teacher-Made Assessments in Technology and Engineering Education: Generating Solid Evidence of Important Student Learning Outcomes Begins with Good Assessment Practices at the Classroom Level

Technology and Engineering Teacher, Feb 1, 2018

The article discusses how technology and engineering education (TEE) teachers can implement good ... more The article discusses how technology and engineering education (TEE) teachers can implement good assessment practices in the classroom based on a process developed by C. R. Gareis and L. W. Grant in 2015. Topics discussed include the aim to improve teachers' assessment skills and the test-item writing process, the assessment of students in both psychomotor and cognitive domains, and the steps in Gareis and Grant's process including unpacking the standards and creating a table of specifications.

Research paper thumbnail of Improving Teacher-Made Assessments in Technology and Engineering Education

Technology and Engineering Teacher, Feb 1, 2018

The article discusses how technology and engineering education (TEE) teachers can implement good ... more The article discusses how technology and engineering education (TEE) teachers can implement good assessment practices in the classroom based on a process developed by C. R. Gareis and L. W. Grant in 2015. Topics discussed include the aim to improve teachers' assessment skills and the test-item writing process, the assessment of students in both psychomotor and cognitive domains, and the steps in Gareis and Grant's process including unpacking the standards and creating a table of specifications.

Research paper thumbnail of Teacher Portfolios and Professional Development

Research paper thumbnail of Teacher Portfolios and Teacher Evaluation

Research paper thumbnail of The Role of Portfolios for the Teaching Profession

Research paper thumbnail of Putting Portfolios into Action

Research paper thumbnail of Handbook on Teacher Portfolios for Evaluation and Professional Development

Routledge eBooks, Oct 18, 2013

Handbook on Teacher Portfolios for Evaluation and Professional Development 7amela D. fucker James... more Handbook on Teacher Portfolios for Evaluation and Professional Development 7amela D. fucker James H. Stronge Christopher R. Qareis ... Handbook on Teacher Portfolios for Evaluation and Professional Development Pamela D. Tucker James H. Stronge Christopher R. Gareis ...

Research paper thumbnail of Teacher Pay & Teacher Quality: Attracting, Developing, & Retaining the Best Teachers

Acknowledgments Preface About the Authors 1. Attracting, Developing, Retaining - and Paying - Qua... more Acknowledgments Preface About the Authors 1. Attracting, Developing, Retaining - and Paying - Quality Teachers Examining Motivation: Do Financial Incentives Work in Promoting Teacher Quality? How We Pay Teachers: A Brief History of Teacher Compensation Current Issues and Trends in Teacher Compensation Teacher Pay and Teacher Quality Concluding Thoughts: Where Do We Go From Here? 2. Teacher Pay and School Purposes: How Do They Relate? Aligning Teacher Compensation With Organizational Purpose and Direction Moving Forward: Key Considerations for Developing a Compensation System Establishing Criteria: Defining and Measuring Quality Summary: Teacher Compensation in the Big Picture of School Purpose 3. Competitive Salaries and Benefits: How Do We Stack Up? How Do Principles of Environmental Scanning Apply to Teacher Compensation Systems? How Can the Competitiveness of Teacher Salaries Be Assessed? How Can Nonsalary Benefits Contribute to a Competitive Salary Package? What Role Can Working Conditions Play in a Competing Market? Summary: Teacher Quality and Competitive Pay 4. Considering Options for Teacher Pay: What Are the Promising Possibilities? Single-Salary Schedule Extra Duty/Additional Responsibility Pay Career Ladder Knowledge- and Skills-Based Pay Individual Evaluation Pay Performance-Based Pay Creative Compensation: Other Ways of Recognizing Teacher Quality Summary 5. Building a Model Teacher Compensation System: What Will Work Best for Us? Assumptions About Compensation Systems Design Principles: Considerations in Teacher Compensation Designing a Compensation System Aimed at Quality A Component-Parts Approach to Teacher Compensation A Model for Teacher Compensation A Closer Look at the Components of Compensation Compensation and Quality Alternatives to Consider Concluding Thoughts: Designing a Compensation System 6. From Planning to Implementation: How Do We Make This Change? Step 1: Develop the Aims and Criteria of the Compensation System Step 2: Select Compensation Components Step 3: Plan for Implementation Step 4: Pilot the Restructured Compensation System Step 5: Districtwide Implementation and Evaluation Concluding Thoughts: Teacher Quality and Teacher Pay Endnotes References Index

Research paper thumbnail of Student Teaching Data

This data set contains six semesters of data from the administration of an instrument designed to... more This data set contains six semesters of data from the administration of an instrument designed to measure student teaching ability. Data are divided by time administered, whether at the mid-point or final. Data are also divided by the respondent: CT is the cooperating teacher, US is the university supervisor and the ST is the student teacher. Each item corresponds directly to a item in the accompanying instrument attached as a pdf. Performance is rated on a four point scale with 1 indicating "Below Expectations," 2 indicating "Developing," 3 indicating ""Meets Expectations," and 4 indicating "Exceeds Expectations."

Research paper thumbnail of The Efficacy of Portfolios for Teacher Evaluation and Professional Development: Do They Make a Difference?

Educational Administration Quarterly, Dec 1, 2003

A multiyear study of a small school district introducing the use of portfolios as part of a new e... more A multiyear study of a small school district introducing the use of portfolios as part of a new evaluation system was conducted to determine the efficacy of portfolios in the evaluation of teacher performance both for accountability and professional development purposes. The portfolio system was found to be particularly useful in documenting teacher performance in the areas of assessment and professionalism-ones not readily observable during classroom visits by administrators. Based on summative evaluation results, the introduction of portfolios assisted administrators in making finer distinctions about the quality of teacher performance. Survey and focus group data indicated that teachers and administrators viewed portfolios as fair and accurate measures of performance but had concerns about their feasibility given the time demands of development. Portfolios were found to clearly support the accountability purposes of teacher evaluation, but further research is needed to delineate the conditions under which portfolios can be used to foster professional development.

Research paper thumbnail of Assessment Literacy for Teacher Candidates: A Focused Approach

The assessment of student learning has always been an integral element of the craft of teaching; ... more The assessment of student learning has always been an integral element of the craft of teaching; however, contemporary demands for demonstrable student growth and teacher accountability have heightened the importance of this domain of professional responsibility. Additionally, there is evidence that many novice and experienced teachers tend to be relatively weaker in this domain as compared to other areas of professional practice, such as instructional planning, instructional delivery, and classroom management. This article describes an approach to developing the assessment literacy of teacher candidates in a nationally accredited, public university. A definition of assessment literacy and a conceptual framework for the foundational knowledge and skills of assessment literacy are presented and explained within the context of a focused, one-credit course for pre-service general education teachers. Evidence of impact is provided, as are limitations and cautions. The article concludes with grounded insights into the need to develop the assessment literacy of teacher candidates.

Research paper thumbnail of Evaluation Informing Policy: A Study of the Alignment and Utility of a Growth Assessment

Proceedings of the 2023 AERA Annual Meeting

Research paper thumbnail of Teacher-Made Assessments

Research paper thumbnail of Faculty trust in the principal: an essential ingredient in high-performing schools

Journal of Educational Administration, 2015

Purpose – The purpose of this paper is to explore the relationships among faculty trust in the pr... more Purpose – The purpose of this paper is to explore the relationships among faculty trust in the principal, principal leadership behaviors, school climate, and student achievement. Design/methodology/approach – Data from 64 elementary, middle, and high schools in two school districts formed the basis of the study (n=3,215 teachers), allowing for correlational and regression analyses of the variables. Findings – The authors found that faculty trust in the principal was related to perceptions of both collegial and instructional leadership, as well as to factors of school climate such as teacher professionalism, academic press, and community engagement. Student achievement was also correlated with trust, principal leadership behaviors, and school climate. The authors found that both of the composite variables, principal behaviors and school climate, made significant independent contributions to explaining variance in student achievement and that together they explained 75 percent of the ...

Research paper thumbnail of Reclaiming an Important Teacher Competency: The Lost Art of Formative Assessment

Journal of Personnel Evaluation in Education, 2007