Examining Teacher Effectiveness Using Classroom Observation Scores

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Building a More Complete Understanding of Teacher Evaluation Using Classroom Observations (2016, background): “Polikoff (2015) and Garrett and Steinberg (2015) find year-to-year correlations ranging from 0.4 to 0.56 for all but one of the observational instruments used in the MET study, with a great deal of heterogeneity across individual scales.7 In other words, some teaching practices are quite stable…”
Classroom Composition and Measured Teacher Performance (2016, methodology): “…the Measures of Effective Teaching (MET) study finds that a teacher’s observation scores are only moderately correlated across 2 consecutive years (Garrett & Steinberg, 2015), on the order of the year-toyear, within-teacher correlation of student testscore-based measures of teacher performance…”
The New Educational Accountability: Understanding the Landscape of Teacher Evaluation in the Post-NCLB Era (2016, background): “Single measures of instructional quality differ in their ability to identify effective teachers (see, e.g., Garrett and Steinberg 2015; McCaffrey et al. 2009; Goldhaber and Hansen 2010; Papay 2011).”
Observational Evaluation of Teachers: Measuring More Than We Bargained for? (2016, methodology): “Given noncompliance, we follow the methodological approach used by Garrett and Steinberg (2015) to examine the fidelity of the MET study randomization using a covariate balance test.”