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

Comments

First published in Journal of School Administration Research and Development, v.6 n.2 (2021). DOI: 10.32674/jsard.v6i2.3419

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.

Language

en

File Format

application/pdf

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