Abstract
This paper explored significant teacher and school level predictors of the status of highly effective teachers based on Florida teacher evaluation system employing a two-level multilevel analysis approach known as hierarchical generalized linear model (HGLM). The analysis used 3,895 teachers who taught students in Kindergarten to Grade 12 and 210 schools from one of the largest urban school districts in United States of America. In this study, teacher and school level data are used at level-1 and level-2 models, respectively. At teacher level, the results showed significant effects of percentage of student level demographic, academic, and disciplinary variables aggregated at teacher level as well as teacher’s experience and educational degree level. At school level, percentages of Black and percentage of Hispanic students showed significant effects on the status of highly effective teachers. The percentage of variance explained at school level is found 19.5% with an effect size of 0.44 which is determined as a “medium” size of school effect.
Highlights
It is important to measure the effectiveness of teachers’ instructional practice in school systems employing a predictive model
Table 1 shows the list of significant predictors, based on hierarchical generalized linear model (HGLM) analysis predicting highly effective teachers in grades K-12, estimate of effects, standard errors, and p-values
This study predicted the status of highly effective teachers employing a multilevel model incorporating significant predictors at teacher and school levels
Summary
It is important to measure the effectiveness of teachers’ instructional practice in school systems employing a predictive model. The Florida Department of Education has endorsed a mandatory teacher evaluation policy for all school districts in Florida employing different rating components. The final teacher evaluation rating components for the school year 2017-18 included instructional practice (57%), student performance rating (33%), and professional growth (10%). Applying these rating components, teachers were classified in state mandated four evaluation categories: highly effective, effective, needing improvement or developing, and unsatisfactory. The current research is based on the School District of Palm Beach County (SDPBC) data in which we dichotomized the original classification rating scores.
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