Component 6: Ensuring Data Integrity and Transparency

Data infrastructure that can be used to collect, validate, interpret, track, and communicate teacher performance data will be necessary to inform stakeholders, guide professional learning, and assess the measures and the teacher evaluation system as a whole. The evaluation system goals can guide this development and influence the required data elements.

An integral step in this process is ensuring that the data are sound. Data integrity is crucial in all types of data-based decision making--whether making high-stakes personnel decisions and/or targeting professional learning activities. Verifying and cleaning existing data and establishing means to collect the required data elements requires a thorough understanding of available and potential data sources. Therefore, collaboration between teachers (who know their students and their classrooms) and information technology personnel (who know the data) to structure the data collection will lead to greater accuracy.

Transparency of measures and resulting data is also a key factor in measure selection. Measures that provide real-time feedback, are accessible and easily understood, and have direct application to teacher practice are more likely to have an immediate impact on teaching and learning. If teachers and administrators are expected to enter information into data portals, ensuring that these portals are user-friendly will be critical as states scale up evaluation efforts.

 

Data infrastructure

Guiding Questions

Data validation

Guiding Questions

Reporting

Guiding Questions

Use of data

Guiding Questions

  • Is the data infrastructure to collect teacher evaluation data established?
  • Does the state or district have the data infrastructure to link teachers to individual student data including unique identifiers for both teachers and students?
  • Have the critical questions that stakeholders want the evaluation system to answer been identified? Will the data system collect sufficient information to answer them?
  • Have information technology personnel been brought into the discussion?
  • Do districts have the technology and human capacity to collect data accurately?
  • Is there a data validation process to ensure the integrity of the data?

Validation

  • What validation process can be established to ensure clean data (e.g., teachers reviewing student lists, administrators monitoring input)?
  • Have criteria been established to ensure teacher/student confidentiality?
  • Can computerized programs be used/developed for automatic data validation?

Training

  • What training will personnel need to ensure accurate data collection?
  • Which personnel at the state and district levels will require training to ensure accuracy in data entry and reporting?
  • Can teacher evaluation data be reported (aggregated/
    disaggregated) to depict results at the state, district, building, or classroom level?

Teacher Data

  • Do administrators/teachers have access to the teacher evaluation data?
  • Is there a system whereby teachers or administrators can make changes when errors are found?
  • Is the data collection methodology/database easily understood and user-friendly?
  • Have teachers been trained to extrapolate and use the data to inform teacher practice?

Student Data

  • Are administrators, teachers, and parents (as appropriate) trained in how to use the database and interpret teacher evaluation results?
  • Is there a plan for how the teacher evaluation data will be used?

Data Sharing

  • How frequently should teacher evaluation data be shared with the education community?
  • What teacher evaluation data would be relevant, easily understood, and appropriate to share with the education community?
  • Will administrators and teachers have access to the teacher evaluation data?
  • How will evaluation results be shared with the community (e.g., website, press releases, town meetings)?

Data Use

  • Will teacher evaluation data be used to inform changes in the teacher evaluation design?
  • Will administrators, teachers, and parents (as appropriate) be trained in how to use the database and interpret teacher evaluation results?
  • Will data be used to identify teachers in need of support and target professional learning?
  • Will data be used to identify highly effective teachers and potential mentors?

 

The Role of Data

The following resources discuss the important elements required for data collection to effectively implement and sustain a teacher effectiveness measurement system.

The Data Quality Campaign
http://www.dataqualitycampaign.org

Connecting Formative Assessment Research to Practice:
An Introductory Guide for Educators

http://www.learningpt.org/pdfs/FormativeAssessment.pdf

Getting the Evidence for Evidence-Based Initiatives: How the Midwest States Use Data Systems to Improve Educational Processes and Outcomes
http://ies.ed.gov/ncee/edlabs/regions/midwest/pdf/REL_2007016.pdf

 

The GTL Center is building an online repository of expert panel reviews of
real-life teacher evaluation models operated by districts throughout the country.

For each district included, you can view, per component, a description of how that district approached the many issues involved.

To view these real-life models, visit the Teacher Evaluation Models in Practice portion of the GTL Center website.

  • First, click on View the Models in the table of contents.
  • Click one or more districts.
  • Then, select Component 6.