Evaluating Teacher Effectiveness: A Workshop Connecting Research to Policy and Practice
TQ Center Workshop
April 28–29, 2009
The TQ Center and Regional Educational Laboratory (REL) Midwest copresented a workshop that brought together experts and practitioners around the existing and emerging research on educator evaluation as well as policy implications and impact on practice.
Kaneal G. Alexander
Tennessee State Department of Education
Comprehensivie Assessment (PDF 816 KB)
Laura Goe, Ph.D.
Teaching and Learning Research Center, ETS
Measuring Teacher Effectiveness (PDF 353 KB)
Dan Goldhaber, Ph.D.
University of Washington Bothell’s Center on Reinventing Public Education
Teacher Quality and Value-Added Measurement (PDF 816 KB)
Bridget Hamre, Ph.D.
University of Virginia’s Center for Advanced Study of Teaching and Learning (CASTL)
Using Classroom Observation to Gauge Teacher Effectiveness: The Classroom Assessment Scoring System (Class) (PDF 1.5 MB)
Kaneal G. Alexander
Comprehensivie Assessment (Adobe Acrobat PDF 816 KB) Kaneal G. Alexander received her education degrees from The University of Tennessee at Martin. Her work history includes over 27 years in education – the most informative years consisting of raising two inquisitive children who are now 18 and 21. Her teaching experience includes elementary, college, and current administrators. She joined the Tennessee State Department of Education more than 12 years ago. As the director of teacher evaluation for the Department, Ms. Alexander travels the state training administrators in the teacher evaluation process and truly believes that if used properly, the process can make a difference for teachers and the academic success of any student.
Laura Goe, Ph.D.
Measuring Teacher Effectiveness (Adobe Acrobat PDF 353 KB) Laura Goe, Ph.D., is an associate research scientist in the Teaching and Learning Research Center at ETS and is a senior researcher for the National Comprehensive Center for Teacher Quality. Previously, Dr. Goe was the research director for the Bay Area Consortium for Urban Education at the University of California–Berkeley, where she worked with representatives from school districts as well as two- and four-year colleges and universities in an effort to improve teacher recruitment, preparation, and retention in the Bay Area. She also worked extensively on issues of school finance, accountability, and teacher credentialing and distribution in California. Dr. Goe earned her doctorate from the University of California–Berkeley Policy, Organizations, Measurement, and Evaluation Program. She earned her master’s degree from the University of Memphis Education Leadership and Policy Program.
Dan Golddhaber, Ph.D.
Teacher Quality and Value-Added Measurement (Adobe Acrobat PDF 816 KB) Dan Goldhaber, Ph.D., is a research professor at the University of Washington Bothell’s Center on Reinventing Public Education, an affiliated scholar at the Urban Institute’s Education Policy Center, and a senior nonresident fellow at Education Sector. He also serves as principal investigator of the Center for Longitudinal Data in Education Research (CALDER): Washington team and is a member of CALDER’s Strategic Planning Group. Dr. Goldhaber previously served as an elected member of the Alexandria City School Board. Dr. Goldhaber’s work focuses on issues of educational productivity and reform at the K–12 level and the relationship between teacher labor markets and teacher quality. His current research addresses teacher labor markets and the role that teacher pay structure plays in teacher recruitment and retention; the relationship between teacher licensure test performance and student achievement; the stability of teacher effectiveness measures over time; the influence of human resource practices on teacher turnover and quality; and the role of community colleges in higher education. Dr. Goldhaber earned his master’s degree and Ph.D. in labor economics from Cornell University.
Bridget Hamre, Ph.D.
Using Classroom Observation to Gauge Teacher Effectiveness: The Classroom Assessment Scoring System (Class) (Adobe Acrobat PDF 1.5 MB) Bridget Hamre, Ph.D., is an associate director of the University of Virginia’s Center for Advanced Study of Teaching and Learning (CASTL). Dr. Hamre’s areas of expertise include student-teacher relationships and classroom processes that promote positive academic and social development for young children, and she has authored numerous peer-reviewed manuscripts on these topics. This work documents the ways in which exposure to high-quality classroom social and instructional interactions may help close the achievement gap for students at risk of school failure. With Robert Pianta, Ph.D., and Karen La Paro, Ph.D., Dr. Hamre authored an observational tool for classrooms called the Classroom Assessment Scoring System (CLASS). She leads efforts to use CLASS as an assessment, accountability, and professional development tool in early childhood and other educational settings. She has recently worked with leaders in several states and the Office of Head Start to implement CLASS as a tool to enhance teacher-child interactions through accountability and professional development systems. Dr. Hamre earned her master’s degree and doctorate in clinical and school psychology from the University of Virginia.
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