2012 UCEA Convention

Searching for Effective Teaching Behaviors in the Hiring Process. Gary Schumacher, University of Houston-Clear Lake; Winona Burt Vesey, University of Houston-Clear Lake; Bettye Grigsby, University of Houston - Clear Lake
Behaviors exhibited by teachers determine their effectiveness in classrooms and the impact they have on student achievement. The thought process and practices effective teachers utilize are key to student success. This longitudinal study was intended to provide hiring authorities with research-based protocols that predict high levels of teaching quality. This study was designed to answer the question: Which interview protocol questions would predict high levels of effective teaching behaviors exhibited by teachers in the classroom?
Holding Teachers Accountable: Principals’ Perceptions of the Alignment of Value-Added Metrics with Teacher Evaluations. Keisha Childers, University of Washington
Through interviews with administrators in a high data use district, this study examines principals’ perceptions of the usefulness of value-added models in measuring teacher performance. Findings showcase that while the principals do find value in performance metrics and further, that they discuss an alignment of the two methods, there are discrepancies in the expectations of the two measures. Importantly, while capturing different aspects of teaching, both measures commonly identify the same strong and weak teachers.
The relationship between teacher withdrawal behavior (lateness, absence) and school ethics: An integrated analysis. Orly Shapira-Lishchinsky, Bar-Ilan University; Zehava Rosenblatt, University of Haifa The present study examined the relationships between the withdrawal behavior (lateness, absence) of 1,016 Israeli teachers to school ethics. Using statistical analysis that simultaneously considered both lateness and absence as dependent variables, we found that lateness was more strongly correlated with school ethics than absence. The results contribute to our understanding of teacher withdrawal behavior, and have practical implications for administrative policy aiming at both nurturing school ethics and containing teacher withdrawal.
The Implementation of District-Wide Teacher Evaluation Programs. Tricia Maas, University of Washington and The Center on Reinventing Public Education
This paper reviews five studies of teacher evaluation programs. I review how the design of each program aligns with the TNTP teacher evaluation standards. Then, I review the extent to which programs were successfully implemented and the reforms’ effect on student achievement, instructional practice, and the recruitment, retention and dismissal of teachers. I highlight common challenges that emerge from research and policy reports and make recommendations for leaders in districts developing teacher evaluation programs.