In changing accountability contexts, policymakers are engaging in international dialogue and collaborative efforts with new opportunities to reframe conversations about how to measure teacher quality and to (re) design and implement evaluation systems accordingly to ensure that they are fair, useable, feasible, and accurate. This study examined the lived experiences of school and district administrators in a large, fast-growth, suburban district in the USA regarding their districts’ new teacher evaluation system to better understand their perceptions of the system’s validity and reliability such that justifiable conclusions may be drawn about teachers’ effectiveness. Given concerns regarding validity and reliability, administrators generally discouraged external, high-stakes uses of evaluation results but valued the evaluation process and the data it provides for supporting teacher growth. As part of a larger study including teachers, findings can inform policymakers seeking to reform teacher evaluation frameworks to emphasize professional growth over high-stakes consequences.

中文翻译：

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重新构建关于教师质量的对话：学校和地区管理人员对新教师评估系统的有效性、可靠性和合理性的看法

在不断变化的问责背景下，政策制定者正在参与国际对话和合作努力，利用新的机会来重新构建关于如何衡量教师质量的对话，并相应地（重新）设计和实施评估系统，以确保它们是公平、可用、可行和准确的. 本研究调查了美国一个快速发展的大型郊区的学校和学区管理人员对其学区新教师评估系统的生活经验，以更好地了解他们对系统有效性和可靠性的看法，从而得出合理的结论关于教师的工作效率。鉴于对有效性和可靠性的担忧，管理员通常不鼓励外部、评估结果的高风险用途，但重视评估过程及其为支持教师成长提供的数据。作为包括教师在内的更大研究的一部分，调查结果可以为寻求改革教师评估框架以强调专业发展而不是高风险后果的决策者提供信息。