ABSTRACT All 50 states use observations to evaluate practicing teachers, but we know little about how administrators actually reason when they use those observation protocols. Drawing on think-aloud and stimulated recall data, this study describes the types of strategies and warrants practicing administrators used when rating with their district’s observation protocol. Administrators in a large urban district used an observation protocol aligned to Danielson’s Framework for Teaching to rate a brief lesson clip. Administrators’ thinking was recorded, clarified, and inductively coded. Findings suggest administrator thinking and justification is complex even for short lengths of instruction. Administrators used a range of reasoning strategies, many of which were not sanctioned by their training. Exploratory analyses suggest strategy use was not related to the accuracy of ratings. Implications for the validity of teacher observation scores in high-stakes settings are considered.

中文翻译：

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评估课堂教学的策略：检查管理员的思维作为有效证据

摘要所有50个州都使用观察来评估执业教师，但是我们对管理员使用这些观察协议时如何实际推理的了解甚少。本研究利用思考和刺激的回忆数据，描述了策略的类型，并在对所在地区的观察协议进行评分时对执业管理员进行了保证。大市区的管理员使用了与丹尼尔森教学框架相一致的观察协议，以对简短的课程剪辑进行评分。记录，澄清和归纳编码管理员的思想。调查结果表明，即使对于较短的教学时间，管理员的思考和辩解也是复杂的。管理员使用了一系列推理策略，其中许多策略并未受到其培训的认可。探索性分析表明，策略的使用与评级的准确性无关。考虑了在高风险环境中教师观察分数的有效性。