Research
Evaluating Teacher Access to Online Professional Development: Establishing Access Patterns from User and Server Analytics
Post Date: March 18th, 2022The purpose of the study is to evaluate and improve access to online resources within EdHub by analyzing user and server web analytics requests.
Linking Network for Educator Effectiveness (NEE) Data with Program Impact for CAEP Accreditation
Post Date: October 27th, 2021CAEP accreditation requires valid and reliable measures of program impact. We discuss how educator preparation programs can use NEE data to meet CAEP Standard 4.2.
Principals May Inflate Teacher Evaluation Scores to Achieve Important Goals
Post Date: August 31st, 2021NEE 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.
Design Features of Online Teacher Professional Development: A Design Case for Re-Developing the EdHub Library to Improve Usability and Alignment of Content with Teacher Standards
Post Date: June 24th, 2021Purpose 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
Webinar: Incorporating NEE Research Findings Into Your Practice
Post Date: April 15th, 2021In 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.
Using NEE Data to Address CAEP Standard 4.2
Post Date: March 10th, 2021The 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.
Do Teacher Ratings of Their Principals Influence Their Own Evaluation Scores?
Post Date: March 10th, 2020NEE’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
Not Just Generalizability: A Case for Multifaceted Latent Trait Models in Teacher Observation Systems
Post Date: February 6th, 2020When 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? A Case Study of Teachers’ Perceptions of the NEE Evaluation System
Post Date: September 26th, 2019What 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.
Principals’ Use of Rating Scale Categories in Classroom Observations for Teacher Evaluation
Post Date: March 15th, 2019Is 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?