Do First Impressions Matter? Predicting Early Career Teacher Effectiveness
Do First Impressions Matter? Predicting Early Career Teacher Effectiveness
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第一印象重要吗？
DOI：
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
J. Wyckoff
中科院分区：
文献类型：
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作者：
Allison Atteberry;S. Loeb;J. Wyckoff
随着教育政策制定者寻求改善教师队伍的战略，早期职业生涯是一个独特的机会，可以识别苦苦挣扎的教师，研究未来改进的可能性，并在发展或解雇方面进行战略性的终身职前投资。这也是一个有用的时间来确定特别有前途的教师的发展和重点放在高需求领域。这篇文章问多少教师在他们的第一个5年的教学中的性能改进的变化，以及在多大程度上初始工作性能预测以后的性能。我们发现，平均而言，最初的表现是相当预测未来的表现，远远超过通常测量的教师特征。这在数学中尤其如此，而基于最初的ELA增加值对未来英语语言艺术（ELA）表现的预测则不太准确。在极端情况下，预测是最有力的。我们使用这些预测来探讨的可能性，基于初始性能的人事行动将导致教师谁将在未来几年表现高或低之间的不适当的区别。我们还研究了较少讨论的成本，未能区分性能时，存在有意义的差异。研究结果表明，利用教师的初始绩效来为人事决策提供信息的政策具有潜力。
As educational policy makers seek strategies to improve the teacher workforce, the early career period represents a unique opportunity to identify struggling teachers, examine the likelihood of future improvement, and make strategic pretenure investments in development or dismissals. It is also a useful time to identify particularly promising teachers for development and focus on high-needs areas. This article asks how much teachers vary in performance improvement during their first 5 years of teaching and to what extent initial job performance predicts later performance. We find that, on average, initial performance is quite predictive of future performance, far more so than typically measured teacher characteristics. This is particularly the case in math, while predictions about future English language arts (ELA) performance based on initial ELA value added are less precise. Predictions are most powerful at the extremes. We use these predictions to explore the likelihood that personnel actions based on initial performance would lead to inappropriate distinctions between teachers who would be high or low performing in future years. We also examine the much less discussed costs of failure to distinguish performance when meaningful differences exist. The results point to the potential of policies that make use of teachers’ initial performance to inform personnel decisions.