"One of the biggest criticisms of proposed teacher evaluations is that teachers in less wealthy districts with fewer resources will be unfairly evaluated in relation to teachers with access to more resources," Koedel said. "By leveling the playing field among all teachers, we can mitigate this issue."
In a study that has been accepted for publication in Educational Policy, Koedel, along with University of Missouri co-authors Mark Ehlert, Eric Parsons and Michael Podgursky, examined three types of evaluation plans and concluded that a "proportional" plan is the most effective and equitable solution. Koedel also says that a proportional system would encourage all teachers to reach their full potential when teaching their students.
"Based on evidence from past research in economics, we know that if teachers who teach in disadvantaged districts know that they have little chance of being recognized for their good work, they will be less motivated," Koedel said. "Also, teachers at wealthier schools may also be less motivated if they know that they have a good chance of receiving positive reviews based only on where they work. Giving all teachers an equal opportunity to be recognized as effective or ineffective would increase effort throughout the workforce, which would be a win for students in K-12 schools."
Koedel wrote a policy brief for the Institute of Public Policy at the MU Truman School of Public Affairs with suggestions for policymakers interested in teacher evaluations. That brief can be read here: http://ipp.missouri.edu/wp-content/uploads/2014/11/Policy-Brief-11-2014.pdf.
Journal Reference:
M. Ehlert, C. Koedel, E. Parsons, M. Podgursky. Selecting Growth Measures for Use in School Evaluation Systems: Should Proportionality Matter? Educational Policy, 2014; DOI: 10.1177/0895904814557593
0 comments:
Post a Comment