In 2012, New Jersey implemented a broad change to the teacher evaluation system with the Teacher Effectiveness and Accountability for the Children of New Jersey (TEACHNJ) Act which identified the Marzano Causal Teacher evaluation system as one of the prescribe models for districts to adopt. This system provides a more differentiated teacher…

For decades, school districts across the Nation have been pressured to close the achievement gap among students and have been held accountable for student outcomes. According to past researchers, there is a need to revise completely the teacher evaluation practices used in the 1980s and 1990s to better measure teacher effectiveness. More recently,…

As students' reading proficiency gaps persist across the United States, educational leaders have turned to alternative methods to foster effective instructional literacy practices. One approach to combat this dilemma is the implementation of scripted reading programs. The purpose of the study was to investigate the impact of scripted reading…

Value-added assessment is designed to measure teacher contributions to student achievement in order to promote effective teaching (Battelle for Kids, 2011b; Darling-Hammond et al., 2012; Lee, 2011). When value-added assessment is used, research indicates that in some cases effective teaching is promoted, but in other cases it is not…

The Pennsylvania Educator Effectiveness System strives to place an effective teacher in every classroom. This evaluation system incorporates the use of value-added growth measures, not only at the teacher level, but also at the building level. These building level scores are included in every teacher's yearly evaluation. This study sought to…

This action research study examined the relationship between teacher performance and student achievement in reading language arts and mathematics. The study sought to determine if teacher evaluation methods used to determine teacher performance, had a relationship in improving student achievement. The researcher investigated the topic using…

The purpose of this research was to determine if the Pennsylvania Value-Added Assessment System Average Growth Index (PVAAS AGI) scores, derived from standardized tests and calculated for Pennsylvania schools, provide a valid and reliable assessment of teacher effectiveness, as these scores are currently used to derive 15% of the annual…

The purpose of this embedded, mixed methods, research study was to acquire knowledge regarding the Pennsylvania Educator Effectiveness system while connecting teacher effectiveness with student achievement. The sample size consisted of five administrators and 18 public school teachers. The teachers taught mathematics in grades 4 through 8 at a…

There is a great deal of concern regarding teacher impacts on student achievement being used as a substantial portion of a teacher's performance evaluation. This study investigated the degree of concordance and discordance between mathematics teacher ranking using value tables and covariate regression, which have both been used as measures for…

The purpose of this non-experimental study was to determine whether teacher cognitive and behavioral agility relates to student achievement as measured by their value-added model (VAM) score and their performance evaluation measured through the Marzano instructional practice (IP) framework, and whether that relationship is moderated by contextual…

The Ohio Teacher Evaluation System (OTES) was created in response to the 2009 House Bill 1 mandate requiring the development of a state teacher performance assessment. This study examined K-12 public school teachers' dispositions toward OTES after the first year of implementation. Data were collected from 142 teachers over a 4-week period in 2015…

It is not known to what extent the pre-employment teacher selection instrument scores used by a Tennessee school district correlate to teachers' post-employment quality after their first year of service. Two research questions guided the study on the Correlation Between a Teacher Selection Instrument and Teacher Quality in Tennessee: (1) To what…

In order to change the direction of mathematics education, the training of elementary teachers in the United States needs to be of equal or higher quality than top preforming countries. However, pre-service elementary teachers in the United States fall behind their peers in other countries in mathematical content knowledge and mathematical…

The purpose of this quantitative, correlational study was to determine if student growth as measured by value-added measure of fourth grade 2011-2012 reading test scores was correlated with teacher observation ratings on the Teach and Cultivate Learning Environment domains of the Teaching and Learning Framework Rubric. A second purpose of the…

Despite the prevalence of student learning objectives (SLOs) in teacher evaluation systems throughout the United States, research on the validity of student and teacher SLO scores used for high-stakes decisions is lacking. For this reason, this dissertation is comprised of two chapters that examine student and teacher-level SLO performance data…