NEE researchers recently explored the motivating factors that influence principal leniency in relation to classroom observation ratings. This brief provides a summary of the research, findings, and implications.
Purpose of the paper This paper examines the design case for redeveloping the EdHub professional learning library in 2017-2018. The paper analyzes the user experience with the first generation of
In this webinar, the NEE Research team discussed practical findings for your school district from our research analyses on classroom observations and student surveys. Participants learned about findings on leniency, bias, and accuracy in classroom observations. We also discussed practical implications of the NEE Student Survey. Finally, led a conversation on the need for more robust inclusion of social emotional learning indicators within evaluation practices.
The presentation focused on using NEE data to address CAEP Standard 4.2, which states: Indicators of Teaching Effectiveness requires the following: The provider demonstrates, through structured and validated observation instruments, that completers effectively apply the professional knowledge, skills, and dispositions that the preparation experiences were designed to achieve. In this presentation, we share how the University of Missouri's educator preparation program successfully used NEE data to address this CAEP requirement.
NEE’s Director of Operations and Member Services Kurtis Jensen recently completed his dissertation research examining whether principals’ personal relationships with teachers affect teachers’ classroom observations scores. Using data from the
When classroom observations are used to evaluate teachers, how do we know that the ratings teachers are given are trustworthy? The purpose of this study was to illustrate a way to evaluate the quality of classroom observation ratings.
What do teachers think about their evaluations? That was the question Dr. Keith White, principal at Buffalo High School in Buffalo, Mo., sought to answer through his dissertation research, which he recently shared with the Network for Educator Effectiveness.
Is the structure of the NEE scoring rubric comparable across various teaching episodes and teaching practices? And do the NEE scoring rubrics function as intended across various teaching episodes and teaching practices?