{"id":5058,"date":"2013-03-24T00:09:39","date_gmt":"2013-03-24T04:09:39","guid":{"rendered":"https:\/\/www.philasd.org\/research\/?p=5058"},"modified":"2021-05-24T11:40:27","modified_gmt":"2021-05-24T15:40:27","slug":"teacher-provided-feedback-on-the-2012-13-evaluation-system-results-from-the-november-2013-teacher-evaluation-survey","status":"publish","type":"post","link":"https:\/\/www.philasd.org\/research\/2013\/03\/24\/teacher-provided-feedback-on-the-2012-13-evaluation-system-results-from-the-november-2013-teacher-evaluation-survey\/","title":{"rendered":"Teacher-Provided Feedback on the 2012-13 Evaluation System: Results from the November 2013 Teacher Evaluation Survey"},"content":{"rendered":"<div class=\"wpb-content-wrapper\">[vc_row][vc_column][vc_column_text]In November 2013, the Office of Research and Evaluation (ORE) surveyed approximately 6,000 educators to gain feedback on the School District of Philadelphia\u2019s (SDP) 2012-13 educator evaluation process. The 2012-13 school year was the final year in which the teacher evaluation model was based solely on classroom observations. Starting in the 2013-14 school year, SDP planned to implement the Pennsylvania Department of Education\u2019s new educator effectiveness system, mandated by Act 82 of 2012. When fully implemented, teachers would be evaluated on a composite measure that incorporates classroom observation data, building level scores as measured by the School Performance Profile, and individual impact on student achievement. The findings from this brief serve as a baseline to observe changes in teacher perceptions of Pennsylvania\u2019s new educator effectiveness system.<\/p>\n<p>Important findings include:<\/p>\n<ul>\n<li>Overall, the majority of educators surveyed reported positive feedback regarding their 2012-13 evaluation and were satisfied with the evaluation process. However, this majority did not hold true at the individual school level.<\/li>\n<li>The plurality of respondents reported the formal feedback they received from their evaluator in 2012-13 focused more on helping them improve their practice than making a judgment about their performance.<\/li>\n<li>Educators who felt that their 2012-13 evaluation was more focused on improving their practice were more likely to report positive perceptions of several aspects of the teacher evaluation process and its goals.<\/li>\n<\/ul>\n<p>Use the button to download the 3-page brief.[\/vc_column_text][vc_row_inner][vc_column_inner][vc_btn title=&#8221;CLICK HERE TO DOWNLOAD THE BRIEF&#8221; style=&#8221;gradient-custom&#8221; gradient_custom_color_1=&#8221;#0b315b&#8221; gradient_custom_color_2=&#8221;#398635&#8243; align=&#8221;center&#8221; button_block=&#8221;true&#8221; link=&#8221;url:https%3A%2F%2Fwww.philasd.org%2Fresearch%2Fwp-content%2Fuploads%2Fsites%2F90%2F2020%2F04%2FPolicy-Brief_Teacher-Evaluation_FINAL_14-03-03.pdf|||&#8221;][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row]\n<\/div>","protected":false},"excerpt":{"rendered":"<p>Results from a survey administered to SDP teachers about their perceptions of Pennsylvania&#8217;s new educator effectiveness system. <\/p>\n","protected":false},"author":35966,"featured_media":5247,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[131,288],"tags":[],"class_list":["post-5058","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-effective-instruction","category-surveys"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/5058","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/users\/35966"}],"replies":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/comments?post=5058"}],"version-history":[{"count":3,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/5058\/revisions"}],"predecessor-version":[{"id":5314,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/5058\/revisions\/5314"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/media\/5247"}],"wp:attachment":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/media?parent=5058"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/categories?post=5058"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/tags?post=5058"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}