Faculty Publications
Document Type
Article
Publication Version
Published Version
Keywords
proficiency scales, standards-based grading, teacher evaluation
Journal/Book/Conference Title
Journal of School Administration Research and Development
Volume
6
Issue
2
First Page
81
Last Page
89
Abstract
Teachers and school leaders frequently express a disconnect in the purpose and importance of teacher evaluation, particularly as it relates to educator growth. At the same time, some schools are beginning to communicate student growth through a standards-based grading philosophy. One way schools might “walk the talk” of their grading reform efforts designed to communicate student growth is through the use of proficiency scales to prioritize growth in teacher evaluation. This paper describes implications of simultaneously utilizing a growth model for teacher evaluation and a student growth model via standards-based grading.
Department
Department of Educational Psychology, Foundations, and Leadership Studies
Original Publication Date
1-1-2021
Object Description
1 PDF file
DOI of published version
10.32674/JSARD.V6I2.3419
Repository
UNI ScholarWorks, Rod Library, University of Northern Iowa
Copyright
©2021 by the Authors. CC BY-NC-ND license.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Language
en
File Format
application/pdf
Recommended Citation
Lang, Chad and Townsley, Matt, "Improving Teacher Evaluation By Walking The Talk Of Standards-Based Grading: Communicating Educator Growth Using Proficiency Scales" (2021). Faculty Publications. 5202.
https://scholarworks.uni.edu/facpub/5202
Comments
First published in Journal of School Administration Research and Development, v.6 n.2 (2021). DOI: 10.32674/jsard.v6i2.3419