Current Search: teacher evaluation -- rater-reliability -- value-added -- VAM -- student achievement (x)
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Title
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A Study of The Marzano Teacher Evaluation Model and Student Achievement at 24 Elementary Schools In A Large Suburban School District In Central Florida.
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Creator
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Flowers, Amy, Murray, Kenneth, Doherty, Walter, Murray, Barbara, Baldwin, Gordon, University of Central Florida
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Abstract / Description
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The focus of this research was to examine the initial year of implementation of the Marzano Teacher Evaluation Model and iObservation(&)#174; tool (Learning Sciences International, 2012) as it related to student achievement in the School District of Osceola County, Florida and to determine if the Marzano model improved the ability to determine teacher effectiveness with more accuracy than previous models of teacher evaluation used in the school district. Twelve research questions guided this...
Show moreThe focus of this research was to examine the initial year of implementation of the Marzano Teacher Evaluation Model and iObservation(&)#174; tool (Learning Sciences International, 2012) as it related to student achievement in the School District of Osceola County, Florida and to determine if the Marzano model improved the ability to determine teacher effectiveness with more accuracy than previous models of teacher evaluation used in the school district. Twelve research questions guided this study concerning the relationship and predictability between the variables of teacher instructional practice scores, number of observations reported in the iObservation(&)#174; tool, and student achievement in Grades 3-5 using reading and mathematics FCAT 2.0 DSS scores.Linear Regression analysis suggested that for Grade 3 reading and mathematics the instructional practice mean had statistical significance in predicting performance and was a strong predictor of Grade 3 FCAT reading and mathematics performance. Linear Regression analysis suggested that for Grade 3 reading and mathematics the instructional practice mean had statistical significance in predicting performance and was a strong predictor of Grade 3 FCAT reading and mathematics performance. Linear Regression analysis further suggested no statistical significance or predictability for Grades 4, 5 for instructional practice mean and Grades 3,4,5 for observation mean related to FCAT reading and mathematics performance. Caution should be used when attempting to interpret these findings, as this study was based solely on initial year implementation data. Implications for practice are also discussed in this study.
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Date Issued
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2013
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Identifier
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CFE0004841, ucf:49711
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0004841
