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Student Growth Measures in Policy and Practice pp 137–152Cite as

Palgrave Macmillan

What Counts as Good Teaching? How a Student Growth Percentile Model Has Defined Teacher Quality at One Urban Middle School

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Abstract

Employing a discursive analytical approach, the author of this chapter explores the practical and theoretical implications of the Student Growth Percentile (SGP) model as experienced by teachers and their evaluators at one urban middle school. The school had relied on the SGP model to evaluate teachers for four years by the time of the study. Over the course of a year, the author collected in-depth interviews with both teachers and their evaluators (i.e., peer evaluators and school-based administrators) regarding their experiences with the SGP model. She found that, despite expressed concerns with the reliability and validity of SGP estimates, the teachers and evaluators had developed an acceptance of the system and had begun to define teachers and teacher effectiveness in terms of the model results.

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Author information

Authors and Affiliations

  1. Kansas State University, Manhattan, KS, USA

    Jessica Holloway-Libell

Authors
  1. Jessica Holloway-Libell
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Editor information

Editors and Affiliations

  1. University of North Carolina at Greensboro, Greensboro, North Carolina, USA

    Kimberly Kappler Hewitt

  2. Arizona State University , Tempe, Arizona, USA

    Audrey Amrein-Beardsley

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© 2016 The Author(s)

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Holloway-Libell, J. (2016). What Counts as Good Teaching? How a Student Growth Percentile Model Has Defined Teacher Quality at One Urban Middle School. In: Kappler Hewitt, K., Amrein-Beardsley, A. (eds) Student Growth Measures in Policy and Practice. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-53901-4_7

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  • DOI: https://doi.org/10.1057/978-1-137-53901-4_7

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  • Publisher Name: Palgrave Macmillan, New York

  • Print ISBN: 978-1-137-53900-7

  • Online ISBN: 978-1-137-53901-4

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