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Download full textMccullough, Moira; Lipscomb, Stephen; Chiang, Hanley; Gill, Brian – Mathematica Policy Research, Inc., 2016
Although states and school districts have begun to evaluate school principals, there is little evidence on the validity of principal evaluation measures. To fill this gap, we examined Pennsylvania's Framework for Leadership (FFL), a tool for measuring and evaluating principals' professional practices. Using data on more than 300 principals, we…
Descriptors: Principals, Academic Achievement, Administrator Role, Correlation
Lipscomb, Stephen; Terziev, Jeffrey; Chaplin, Duncan – Mathematica Policy Research, Inc., 2015
Like many states throughout the nation, Pennsylvania is in the midst of major reforms to its teacher evaluation system. Under the new system, the state will base annual evaluations on several measures, including supervisor observations using the Framework for Teaching (FFT) and, for many teachers, their contributions to student achievement growth…
Descriptors: Teacher Effectiveness, Pilot Projects, Correlation, Value Added Models
Chiang, Hanley; Lipscomb, Stephen; Gill, Brian – Mathematica Policy Research, Inc., 2014
States across the country are developing systems for evaluating school principals on the basis of student achievement growth. A common approach is to hold principals accountable for the value added of their schools--that is, schools' contributions to student achievement growth. In theory, school value added can reflect not only principals'…
Descriptors: Value Added Models, Principals, Leadership Qualities, Leadership Effectiveness
Walsh, Elias; Lipscomb, Stephen – Mathematica Policy Research, Inc., 2013
This report presents findings from Phase 2 of a three-year teacher evaluation pilot conducted by the Pennsylvania Department of Education. Principals evaluated the teaching practices of teachers using The Framework for Teaching, a rubric that includes 22 components grouped into four broad teaching practice domains: (1) planning and preparation,…
Descriptors: Teacher Evaluation, Scores, Scoring Rubrics, Value Added Models
Lipscomb, Stephen; Gill, Brian; Booker, Kevin; Johnson, Matthew – Mathematica Policy Research, Inc., 2010
At the request of Pittsburgh Public Schools (PPS) and the Pittsburgh Federation of Teachers (PFT), Mathematica is developing value-added models (VAMs) that aim to estimate the contributions of individual teachers, teams of teachers, and schools to the achievement growth of their students. The analyses described in this report are intended as an…
Descriptors: Teacher Effectiveness, School Effectiveness, Value Added Models, Public Schools
Isenberg, Eric; Hock, Heinrich – Mathematica Policy Research, Inc., 2012
In this report, the authors describe 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. They estimated (1) teacher effectiveness in DCPS and eligible DC charter schools during the 2011-2012 school year; and (2)…
Descriptors: Value Added Models, Teacher Evaluation, Public Schools, Urban Schools
