Does the choice of observation instrument make a difference in the feedback and ratings that teachers receive? This study explores how lessons are rated differentially across various observation instruments. To investigate this question, ten randomly selected mathematics lessons were rated using six different observation instruments. Overall…

Instruments designed to measure teachers' knowledge for teaching mathematics have been widely used to evaluate the impact of professional development and to investigate the role of teachers' knowledge in teaching and student learning. These instruments assess a mixture of content knowledge and pedagogical content knowledge. However, little…

Digital competence has gained a strong prominence in the educational context, being one of the key competencies that teachers must master in today's society. Although most models and frameworks focus on the pre-university level, there is a growing interest in knowing the state of digital competencies of university teachers, that is, the set of…

Research on peer review to date has focused on its role as a formal compliance mechanism, a process for enhancing and developing teaching practice, and as a considerable source of anxiety for educators. In this paper, we draw on scholarly reflections from our experience of undertaking a reciprocal, formative peer review in an Australian higher…

Peer assessment is an evaluation in which the students are assessing each other. However, do they understand what to assess, how to assess, and the objectivity of the assessment? This study aims to analyse students' ability to conduct peer assessments. The research applied a quantitative research design using questionnaire. The participant was a…

This paper explores higher education faculty evaluation systems through the lens of Ernest Boyer's definition of scholarship and a 21st century teaching and learning model. Topics include: taxonomies of teaching and learning, the scholarship of teaching and learning, "unbundling" and the use of non-tenure professors, higher education…

There is presently little consensus on how evaluators evaluate special education teachers. The lack of agreement may be due to the training of evaluators. Special education teachers work under various conditions with a diverse population. In this dissertation, we reviewed the challenges associated with evaluating special education teachers,…

Student evaluations of teachers (SETs) are collected by colleges and universities across the country. Having only been introduced in the early part of the twentieth century, these evaluations are a fairly new tool for higher education administrators to receive feedback and assess the effectiveness of curriculum and instructors. Although…

Until recently, legal challenges to using value-added models (VAMs) throughout the United States (US) for high-stakes teacher evaluative decisions (e.g., merit pay, tenure, and termination) were unsuccessful, especially in the state of Florida. Hence, prior and still, multiple teachers throughout Florida have been terminated or involuntarily…

Teachers grow from sharing their practice and receiving feedback, yet it can be difficult for teachers to welcome others into their classrooms without feeling judged. Observers need to enter teachers' classrooms projecting respect and value for the challenging work of teaching. In this article, we share an approach to visiting classrooms, called…

Local education agencies (LEAs) continue to use value-added models (VAMs) for teacher evaluation policies and purposes, often with consequences attached. Although the Every Student Succeeds Act (ESSA) provides more flexibility to LEAs, few have discontinued VAM use, suggesting they interpret VAMs as a valid measure of teacher effectiveness. In…

Despite teachers being centrally implicated in teacher evaluation policy reform, we know little about the effects of its policies and procedures on teachers' work in their school district, and we see limited discussion about the possibility of teachers as policy actors to reflect upon and possibly improve or overcome teacher evaluation. Using data…

Each year, many teachers leave the field of education. These teachers cite various reasons for leaving the profession including salary, frustration, stress, and little opportunity for professional growth. Additionally, teachers cite a lack of strong leadership and a lack of job satisfaction as the main reasons for leaving the profession. This…

Each year, many teachers leave the field of education. These teachers cite various reasons for leaving the profession including salary, frustration, stress, and little opportunity for professional growth. Additionally, teachers cite a lack of strong leadership and a lack of job satisfaction as the main reasons for leaving the profession. This…

Each year, many teachers leave the field of education. These teachers cite various reasons for leaving the profession including salary, frustration, stress, and little opportunity for professional growth. Additionally, teachers cite a lack of strong leadership and a lack of job satisfaction as the main reasons for leaving the profession. This…