Personnel Evaluation In Education Research Articles

Highlights of the Consortium for Research on Educational Accountability and Teacher Evaluation (CREATE): Expanding Research and Promising Practices in Personnel, Program, and Student Evaluation

This Special Issue of the Journal of Personnel Evaluation in Education (JPEE) consists of six articles associated with presentations at the 15th annual National Evaluation Institute (NEI) of the Consortium for Research on Educational Accountability and Teacher Evaluation (CREATE) held in Dallas, Texas (July 6–8, 2006). The theme of the CREATE conference was Expanding Research and Promising Practices in Personnel, Program, and Student Evaluation, with the objective of recognizing the importance of linking theory to practice. The vision of CREATE is to improve student learning, development, and achievement in PK-12 schools, institutes of higher education, and other educational settings. To that end, the mission of CREATE is (a) to advance the field of educational evaluation through a national forum for the presentation, discussion, and dissemination of sound practices of personnel, student, and program evaluation research and policy; (b) to facilitate a network among those who actively engage in personnel, program and/or student evaluations and those who benefit from such evaluations; and (c) to promote the development, dissemination, knowledge, and use of the personnel, program, and student evaluation standards as issued by the Joint Committee on Standards in Educational Evaluation. This Special Issue evolved in close collaboration between JPEE and CREATE. CREATE is grateful for this cooperation, bringing the opportunity to share some important manuscripts concerning evaluation to the attention of the readership of JPEE. Reviews and revision cycles resulted in the selection of the six articles among more than 50 submissions to the annual CREATE conference. The authors of the selected papers had an J Pers Eval Educ (2006) 19:1–3 DOI 10.1007/s11092-007-9034-7

International Comparisons of the Relationships among Educational Effectiveness, Evaluation and Improvement Variables: An Overview

This special issue of the Journal of Personnel Evaluation in Education presents information from five countries related to the following constructs and/or literatures: teacher effectiveness research, school effectiveness research, teacher evaluation, staff development, teacher improvement, and school improvement. This overview article presents brief summaries of five major issues that are addressed throughout the issue. A conceptual framework is introduced that presents links among the aforementioned constructs/literatures. While these links are theoretically viable, their actual existence varies widely by country, with several countries lacking many of the links. Implications of these missing links are discussed, as well as strategies for more tightly joining these literatures/constructs. Original research from each of the countries is also introduced.

History and Summary Analyses of Articles Published in the Journal of Personnel Evaluation in Education: Documenting the First Twelve Years

The Journal of Personnel Evaluation in Education (JPEE) began publication in 1987 with the goal of a “journal that focuses on current thought and research in the field of personnel evaluation” (Iwanicki, 1987, p. 5). During the first twelve years, forty-eight issues have been published in twelve volumes. This article presents results of analyses of JPEE articles to answer questions on the journal's success in accomplishing its original goals, how it has impacted personnel evaluation practice, and how the focus of the JPEE has evolved through its history. All of the 293 articles that have appeared in the JPEE were coded using a process of qualitative document analysis. Each article was coded according to its contents in each of eight coding groups. The results indicate that the JPEE has published a comprehensive array of evaluation theory and practice, including the results of ninety-four research studies, reports on thirty-five specific programs or projects, twelve special issues on timely topics, and nine book reviews on books about personnel evaluation. Other conclusions note that the JPEE is highly oriented toward teacher evaluation, that it is dominated by United States authors, and that there are whole areas of educational personnel evaluation without substantial research.

Developments in the Preparation and Licensing of School Leaders: The Work of the Interstate School Leaders Licensure Consortium

Volume 13, Number 3, of the Journal of Personnel Evaluation in Education is a special issue developed under the leadership of Joseph F. Murphy of Vanderbilt University. The articles discuss some of the recent and important work of the Interstate School Leaders Licensure Consortium (ISLLC), which operates under the auspices of the Council of Chief State School Officers and in cooperation with the National Policy Board for Educational Administration. In carrying out its work, the ISLCC has brought together some 30 states, a variety of professional associations, and a number of universities to reexamine, conceptualize, and redefine the meaning of school leadership as we approach the next century. Core principles grounded in a broad view of education and society and accompanying content standards have been developed by the ISLCC as a basis for several decision-making and education-improvement contexts, including licensure, certification, program improvement, and candidate assessment.

Introducing a ''Legal Notes and Issues'' Section: Law's Growing Influence in the Field of Personnel Evaluation

In the ®eld of personnel evaluation, scholars and practitioners may disagree on many issues. Most would concede, however, that the ®eld has become more and more burdened by legal constraints. In the previous issue, the Journal of Personnel Evaluation in Education recognized this trend by devoting, for the ®rst time, a complete publication to legal matters. Authors explored such topics as employment discrimination, the legal viability of personnel evaluation standards, and teacher unions responsibilities for improving the quality of the teaching force. In this issue, JPEE introduces a Legal Notes and Issues section, where law-oriented articles will appear in the future. The following article by Kathleen A. Sullivan and Perry A. Zirkel is the ®rst contribution to this new section. Appropriately enough, their essay is an overview of recorded court cases on teacher evaluation issues. Updating Zirkel's (1996) survey of law in this area, the authors note several decisions in which courts invalidated a school district's personnel action based solely on procedural errors by school evaluators. They also discuss cases involving remedial plans for de®cient teachers, the application of open records laws to teachers' performance records, and damages claims brought by teachers who receive negative evaluations or references. In the months to come, more articles will appear on legal topics. We anticipate no shortage of manuscripts, since litigation and legislation in the area of personnel evaluation seem to be a growth industry. For example, within the last eighteen months, courts have issued these provocative opinions:

Introduction: The issue in perspective

This special issue of the Journal of Personnel Evaluation in Education grew out of a keynote talk given by Jack Frymier at the Sixth National Evaluation Institute in Indianapolis, titled "Who Is Accountable to Whom and for What?" The main thesis of Frymier's plenary address was that learning is behavior largely managed by and taking place within individuals and so to hold some external agency such as a classroom teacher, groups of teachers, or schools accountable for how much students learn is wrongheaded, legally indefensible, and directly opposite the Western democratic tradition of holding individuals responsible for their own behavior.

Personnel Evaluation in Education: A Model for Job-Specific Criteria

(1994). Personnel Evaluation in Education: A Model for Job-Specific Criteria. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 68, No. 1, pp. 47-51.

Duties of the teacher

This checklist consists of the headings from a long analysis of this topic, consisting of the checklist plus explanatory text for each of the checkpoints (Journal of Personnel Evaluation in Education, 1994, vol. 8, no.2, pp.151-184). The checklist provides a good overview of the whole approach, however, and is based on a complex evaluative theory, which includes, for example, the ethical principle that one cannot evaluate teachers by looking at the teaching style they employ, except insofar as this is prescribed by the accepted duties of a teacher. They can use much or little lecturing, question asking, etc., no matter what the research shows, just so long as they successfully cause the acquisition of valuable knowledge, skills, and attitudes in the areas for which they are responsible, at a rate that is appropriate or better for comparable students, within current ethical, resource, and legal parameters. Teachers have no duty to teach using a particular style, only to teach successfully. It is weakly sequential because there are socio-political reasons for each item’s placement; e.g., the main reason for placing item 1 first was the perceived climate for acceptance by school boards, state and federal agencies, and parents.

Standards for evaluations of educational personnel

Standards for evaluations of educational personnel

Joint committee is developing standards for evaluations of educational personnel

Joint committee is developing standards for evaluations of educational personnel

Joint Committee Is Developing Standards for Evaluations of Educational Personnel

Joint Committee Is Developing Standards for Evaluations of Educational Personnel

The Project to Develop Standards for Evaluations of Educational Personnel Moves into Its Second Year

The Project to Develop Standards for Evaluations of Educational Personnel Moves into Its Second Year

A Panel of Writers Developed Multiple First Drafts for Each Standard for Evaluations of Educational Personnel During the Summer of 1985

A Panel of Writers Developed Multiple First Drafts for Each Standard for Evaluations of Educational Personnel During the Summer of 1985

A Proposal for Evaluation in the Teaching Profession

Previous articleNext article No AccessA Proposal for Evaluation in the Teaching ProfessionLinda Darling-HammondLinda Darling-Hammond Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 86, Number 4Mar., 1986Special Issue: Policy Initiatives for Developing a Teaching Profession Article DOIhttps://doi.org/10.1086/461466 Views: 24Total views on this site Citations: 30Citations are reported from Crossref Copyright 1986 The University of ChicagoPDF download Crossref reports the following articles citing this article:Luis A. Rodriguez, Karin Gegenheimer, Matthew G. Springer An Examination of Tenure and Teacher Perceptions of Evaluation: Evidence from Tennessee, Journal of Education Human Resources 74 (Mar 2022).https://doi.org/10.3138/jehr-2021-0050John L. Lane Teacher Evaluation Policy Enactment: Understanding the Relationship among Principal Characteristics, Teacher Perspectives, and Institutional Environments, Leadership and Policy in Schools 38 (Oct 2021): 1–18.https://doi.org/10.1080/15700763.2021.1983846Craig De Voto, Michael K. Thomas Cultural sensemaking and the implementation of edTPA technological tools: lessons for the field, Educational Technology Research and Development 68, no.55 (Jan 2020): 2729–2751.https://doi.org/10.1007/s11423-019-09732-wJelena Davidović-Rakić, Senka Kostić Attitudes of university lecturers towards students' evaluation of the teaching process, Зборник радова Филозофског факултета у Приштини 49, no.22 (Jan 2019): 189–204.https://doi.org/10.5937/ZRFFP49-21290Gary Ritter, Julie Trivitt, Leesa Foreman, Corey DeAngelis, George Denny PROTOCOL: Merit Pay Programs for Improving Teacher Retention, Teacher Satisfaction, and Student Achievement in Primary and Secondary Education: A Systematic Review, Campbell Systematic Reviews 12, no.11 (Feb 2016): 1–37.https://doi.org/10.1002/CL2.166Maria Kaparou, Tony Bush Instructional leadership in centralised systems: evidence from Greek high-performing secondary schools, School Leadership & Management 35, no.33 (Jun 2015): 321–345.https://doi.org/10.1080/13632434.2015.1041489Judith Haymore Sandholtz, Lauren M. Shea Predicting Performance, Journal of Teacher Education 63, no.11 (Jan 2012): 39–50.https://doi.org/10.1177/0022487111421175J. Patrick Meyer, Anne H. Cash, Andrew Mashburn Occasions and the Reliability of Classroom Observations: Alternative Conceptualizations and Methods of Analysis, Educational Assessment 16, no.44 (Dec 2011): 227–243.https://doi.org/10.1080/10627197.2011.638884Monday T. Joshua, Akon M. Joshua, Bassey A. Bassey, Idorenyin M. Akubuiro Attitude of Nigerian secondary school teachers to peer evaluation of teachers, Teacher Development 10, no.33 (Nov 2006): 331–341.https://doi.org/10.1080/13664530600922161Bruce Torff, David N. Sessions Principals' Perceptions of the Causes of Teacher Ineffectiveness., Journal of Educational Psychology 97, no.44 (Jan 2005): 530–537.https://doi.org/10.1037/0022-0663.97.4.530Arnetha F. Ball Chapter 3: Three Decades of Research on Classroom Life: Illuminating the Classroom Communicative Lives of America’s At-Risk Students, Review of Research in Education 26, no.11 (Jun 2016): 71–111.https://doi.org/10.3102/0091732X026001071Arnetha F Ball Preparing teachers for diversity: lessons learned from the US and South Africa, Teaching and Teacher Education 16, no.44 (May 2000): 491–509.https://doi.org/10.1016/S0742-051X(00)00007-XRod Chadbourne, Lawrence Ingv Arson Self-managing schools and professional community: The professional recognition program in Victoria’s schools of the future, The Australian Educational Researcher 25, no.22 (Aug 1998): 61–93.https://doi.org/10.1007/BF03219673Lawrence Ingvarson Teaching Standards: Foundations for Professional Development Reform, (Jan 1998): 1006–1031.https://doi.org/10.1007/978-94-011-4944-0_48Allan Walker, Kenneth Stott Making Induction a Coherent Developmental Process: Insights from England, Hong Kong and Singapore, Asia Pacific Journal of Education 18, no.22 (Aug 2006): 52–63.https://doi.org/10.1080/0218879980180206Lawrence Ingvarson, John Loughran Loose connections: The context of science teachers' work, Research in Science Education 27, no.11 (Mar 1997): 1–24.https://doi.org/10.1007/BF02463029Ladd Smith, Bill Shreeve Reshaping Teacher Evaluation: Promoting Teacher Involvement to Effective Evaluation, Early Child Development and Care 132, no.11 (Jan 1997): 115–121.https://doi.org/10.1080/030044397013201010Eric A. Covino, Edward F. Iwanicki Experienced teachers: Their constructs of effective teaching, Journal of Personnel Evaluation in Education 10, no.44 (Dec 1996): 325–363.https://doi.org/10.1007/BF00125499Joanne MacLean, Dorothy Zakrajsek Factors Considered Important for Evaluating Canadian University Athletic Coaches, Journal of Sport Management 10, no.44 (Oct 1996): 446–462.https://doi.org/10.1123/jsm.10.4.446Ben Wilson, James A. Wood Teacher evaluation: A national dilemma, Journal of Personnel Evaluation in Education 10, no.11 (Mar 1996): 75–82.https://doi.org/10.1007/BF00139470Peter Tomlinson Can Competence Profiling Work for Effective Teacher Preparation? Part I: general issues, Oxford Review of Education 21, no.22 (Jul 2006): 179–194.https://doi.org/10.1080/0305498950210204Harm Tillema Making professionalism visible: Who is holding the mirror?, Teaching and Teacher Education 10, no.44 (Jul 1994): 461–464.https://doi.org/10.1016/0742-051X(94)90026-4Suzanne M. Wilson, Samuel S. Wineburg Wrinkles in Time and Place: Using Performance Assessments to Understand the Knowledge of History Teachers, American Educational Research Journal 30, no.44 (Jun 2016): 729–769.https://doi.org/10.3102/00028312030004729 Bruce E. Henson , and Peter M. Hall Linking Performance Evaluation and Career Ladder Programs: Reactions of Teachers and Principals in One District, The Elementary School Journal 93, no.44 (Oct 2015): 323–353.https://doi.org/10.1086/461728Howard Ebmeier, Ronald Jenkins, George Crawford The predictive validity of student evaluations in the identification of meritorious teachers, Journal of Personnel Evaluation in Education 4, no.44 (Apr 1991): 341–357.https://doi.org/10.1007/BF00141441Edward H. Haertel Chapter 1: New Forms of Teacher Assessment, Review of Research in Education 17, no.11 (Jun 2016): 3–29.https://doi.org/10.3102/0091732X017001003Andy Hargreaves, Ruth Dawe Paths of professional development: Contrived collegiality, collaborative culture, and the case of peer coaching, Teaching and Teacher Education 6, no.33 (Jan 1990): 227–241.https://doi.org/10.1016/0742-051X(90)90015-WSharon C. Conley Reforming Paper Pushers and Avoiding Free Agents: The Teacher as a Constrained Decision Maker, Educational Administration Quarterly 24, no.44 (Nov 1988): 393–404.https://doi.org/10.1177/0013161X88024004005Lawrence Ingvarson Teaching Standards: Foundations for Professional Development Reform, (): 336–361.https://doi.org/10.1007/1-4020-4454-2_17Sam Wineburg Chapter 5 The role of subject-matter knowledge in teacher assessment, (): 113–138.https://doi.org/10.1016/S1474-7863(07)11005-X

Career Ladders and Merit Pay: Capricious Fads or Fundamental Reforms?

Previous articleNext article No AccessCareer Ladders and Merit Pay: Capricious Fads or Fundamental Reforms?Susan J. RosenholtzSusan J. Rosenholtz Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 86, Number 4Mar., 1986Special Issue: Policy Initiatives for Developing a Teaching Profession Article DOIhttps://doi.org/10.1086/461465 Views: 3Total views on this site Citations: 10Citations are reported from Crossref Copyright 1986 The University of ChicagoPDF download Crossref reports the following articles citing this article:Dan Goldhaber, Michael Dearmond, Scott Deburgomaster Teacher Attitudes about Compensation Reform: Implications for Reform Implementation, ILR Review 64, no.33 (Apr 2011): 441–463.https://doi.org/10.1177/001979391106400302Arnetha F Ball Preparing teachers for diversity: lessons learned from the US and South Africa, Teaching and Teacher Education 16, no.44 (May 2000): 491–509.https://doi.org/10.1016/S0742-051X(00)00007-XBen Wilson, James A. Wood Teacher evaluation: A national dilemma, Journal of Personnel Evaluation in Education 10, no.11 (Mar 1996): 75–82.https://doi.org/10.1007/BF00139470Howard Ebmeier, Ann Weaver Hart The Effects of a Career-Ladder Program on School Organizational Process, Educational Evaluation and Policy Analysis 14, no.33 (Nov 2016): 261–281.https://doi.org/10.3102/01623737014003261Clermont Barnabé Un plan de carrière pour les enseignants :l’expérience américaine, Revue des sciences de l'éducation 18, no.11 (Nov 2009): 17–28.https://doi.org/10.7202/900717arPedro Reyes Individual Work Orientation and Teacher Outcomes, The Journal of Educational Research 83, no.66 (Jan 2015): 327–335.https://doi.org/10.1080/00220671.1990.10885978Mark A. Smylie, John C. Smart Teacher Support for Career Enhancement Initiatives: Program Characteristics and Effects on Work, Educational Evaluation and Policy Analysis 12, no.22 (Nov 2016): 139–155.https://doi.org/10.3102/01623737012002139Pamela Brown Clarridge A research design perspective for career ladder plans, Journal of Personnel Evaluation in Education 2, no.33 (Aug 1989): 261–270.https://doi.org/10.1007/BF00127460Sharon C. Conley Reforming Paper Pushers and Avoiding Free Agents: The Teacher as a Constrained Decision Maker, Educational Administration Quarterly 24, no.44 (Nov 1988): 393–404.https://doi.org/10.1177/0013161X88024004005 Allan Odden The School Financial Context of State Policies Designed to Enhance the Teaching Profession, The Elementary School Journal 86, no.44 (Oct 2015): 369–387.https://doi.org/10.1086/461458

The Master Teacher as Curriculum Leader

Previous articleNext article No AccessThe Master Teacher as Curriculum LeaderM. Frances KleinM. Frances Klein Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 86, Number 1Sep., 1985Special Issue: The Master Teacher Article DOIhttps://doi.org/10.1086/461434 Views: 14Total views on this site Citations: 2Citations are reported from Crossref Copyright 1985 The University of ChicagoPDF download Crossref reports the following articles citing this article:Rozanne Sparks, Richard P. Lipka Characteristics of master teachers: Personality factors, self-concept, locus of control, and pupil control ideology, Journal of Personnel Evaluation in Education 5, no.33 (May 1992): 303–311.https://doi.org/10.1007/BF00125244Rozanne Sparks, Richard P. Lipka Selecting master teachers: A preliminary study, Journal of Personnel Evaluation in Education 4, no.44 (Apr 1991): 367–373.https://doi.org/10.1007/BF00141443

The Master Teacher Concept: Implications for Teacher Education

Previous articleNext article No AccessThe Master Teacher Concept: Implications for Teacher EducationKaren Kepler ZumwaltKaren Kepler Zumwalt Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 86, Number 1Sep., 1985Special Issue: The Master Teacher Article DOIhttps://doi.org/10.1086/461435 Views: 3Total views on this site Citations: 4Citations are reported from Crossref Copyright 1985 The University of ChicagoPDF download Crossref reports the following articles citing this article:Joris Vlieghe, Piotr Zamojski The Self in Teaching: An Ecological Approach, (Oct 2020): 105–118.https://doi.org/10.1108/S1479-368720200000034006Rozanne Sparks, Richard P. Lipka Characteristics of master teachers: Personality factors, self-concept, locus of control, and pupil control ideology, Journal of Personnel Evaluation in Education 5, no.33 (May 1992): 303–311.https://doi.org/10.1007/BF00125244Rozanne Sparks, Richard P. Lipka Selecting master teachers: A preliminary study, Journal of Personnel Evaluation in Education 4, no.44 (Apr 1991): 367–373.https://doi.org/10.1007/BF00141443Zipora Shechtman GENERAL EDUCATION, PROFESSIONAL TRAINING, AND FURTHER EDUCATION IN TEACHER EDUCATION, Higher Education in Europe 13, no.1-21-2 (Jul 2006): 131–136.https://doi.org/10.1080/0379772880130118

Change Processes and Strategies at the Local Level

Change Processes and Strategies at the Local Level

How Do Elementary School Teachers Plan? The Nature of Planning and Influences on It

The Elementary School Journal Volume 81, Number 1 ? 1980 by The University of Chicago 0013-5984/81/8101-0008$0o1.00 In colleges and universities across the country, prospective and practicing teachers and administrators take courses on planning-curriculum-planning and instructional planning. During the courses, teachers and administrators usually study an objectives-first model of curriculumplanning. This model has four steps. Planners are expected to 1. Formulate objectives 2. Choose appropriate learning activities

An Experimental Study of Effective Teaching in First-Grade Reading Groups

An Experimental Study of Effective Teaching in First-Grade Reading Groups