Teacher evaluations are undergoing significant changes in response to demands for school reform and higher accountability. States are now including value-added data in teacher evaluations, experimenting with merit pay based on evaluations, or both. Colorado, Florida, New Jersey, New York, and Texas are but a few states that have altered the way teachers are evaluated or that are incorporating value-added data.
Changes in evaluation practice will likely mean significant modifications in how building-level administrators evaluate teachers. Moreover, approaches to teacher salary systems are just as likely to be altered if merit pay is introduced. School business officials (SBOs) are typically not involved directly in teacher evaluation; even so, they need to understand changes in teacher evaluations because they have implications for bargaining, policy, and budgeting. Such changes are of particular concern if evaluations are tied to merit pay.
In this article, we look at some of the teacher evaluation systems in Ohio as an example.
- Educational Administration and Supervision,
- Educational Assessment, Evaluation, and Research,
- Educational Leadership,
- Education Economics,
- Elementary and Middle and Secondary Education Administration,
- Higher Education Administration,
- Other Educational Administration and Supervision,
- Special Education Administration and
- Urban Education
Available at: http://works.bepress.com/david_dolph/23/
This article originally appeared in the December 2013 School Business Affairs magazine and is reprinted with permission of the Association of School Business Officials International (ASBO). The text herein does not necessarily represent the views or policies of ASBO International, and use of this imprint does not imply any endorsement or recognition by ASBO International and its officers or affiliates.
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