Multi-method teacher evaluation for high poverty schools: Observations and self-ratings of instructional and behavioral management

Abstract

The investigation examined the degree to which data from a multi-method, multi-informant teacher evaluation project related to growth in student achievement as measured using the Measures of Academic Progress in high poverty charter schools. Investigators used two classroom observational measures (the Framework for Teaching and the Classroom Strategies Assessment System-Observer form) and two teacher self-report measures (the Instructional Learning Opportunities Guidance System and the Classroom Strategies Assessment System-Teacher form) in 15 high poverty charter schools to assess teacher performance as part of a school reform grant funded by the US Department of Education, Teacher Incentive Fund. Correlational analyses were conducted corresponding to each combination of method, content area, and criterion score type, as well as controlling for grade level. Bivariate correlations were modest and different than those found in previous research, and findings from multiple regression analyses favored different scores based on method and content area.