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Isenberg, Eric; Hock, Heinrich – Mathematica Policy Research, Inc., 2012
This report describes the value-added models used as part of teacher evaluation systems in the District of Columbia Public Schools (DCPS) and in eligible DC charter schools participating in "Race to the Top." The authors estimated: (1) teacher effectiveness in DCPS and eligible DC charter schools during the 2011-2012 school year; and (2)…
Descriptors: Teacher Evaluation, Value Added Models, Public Schools, Charter Schools
Goldhaber, Dan – Center for American Progress, 2010
The formula is simple: Highly effective teachers equal student academic success. Yet, the physics of American education is anything but. Thus, the question facing education reformers is how can teacher effectiveness be accurately measured in order to improve the teacher workforce? Given the demand for objective, quantitative measures of teacher…
Descriptors: Academic Achievement, Teacher Effectiveness, Models, Merit Pay
Wilson, Lucy R.; Mandell, Alan – 1981
The need for objectivity in evaluating faculty is briefly addressed, and a model by which professional activities may be quantified is presented. A list of possible activities ranked in groups of equal point value, by which faculty can generate merit points, is presented. An attempt was made to equalize the potential point production values in…
Descriptors: College Faculty, Compensation (Remuneration), Evaluation Criteria, Faculty Evaluation
Peer reviewed Peer reviewed
Magnusen, Karl O. – Journal of Higher Education, 1987
A job-related system for evaluating faculty performance in a college of business is examined. The method emphasizes the role of the department chair, links weighted faculty responsibilities in teaching, scholarship, and service, and uses results in annual evaluations and salary recommendations. (Author/MLW)
Descriptors: College Faculty, College Instruction, Evaluation Criteria, Evaluation Methods
Bell, T. H. – 1983
To compete with other professions for the most able people, teaching needs a career ladder system for elementary and secondary teachers comparable to the peer review model offered in higher education. Such a system should consist of three levels. Following the initial, probationary position on the career ladder, that of beginning instructor, the…
Descriptors: Academic Rank (Professional), Career Ladders, Competitive Selection, Differentiated Staffs