Properties of the Multiple Measures in Arizona's Teacher Evaluation Model


PUBLICATION DATE

December 2014

This study used teacher-level evaluation data collected by the Arizona Department of Education from five participating pilot LEAs during the 2012/13 school year. It relied primarily on descriptive statistics calculated from the results of the different component metrics piloted in these LEAs, as well as analysis of the correlations among these components.

Results indicated that teachers’ observation item scores tended to concentrate at the Proficient level (the second-highest score on a four-point scale: Unsatisfactory, Basic, Proficient, and Distinguished), with this level accounting for 62 percent of all observational item scores.

In addition, while the strength of the correlation between results from observations and the state’s student academic progress metric was generally low, the correlation varied significantly between high- and low-performing teachers, as well as between certain teacher subgroups.