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Performance Measurement Public Impact

Performance Measurement Public Impact

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Published by Peter C. Cook

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Published by: Peter C. Cook on Dec 16, 2011
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About the Authors
 
 

is a senior consultant with Pub-lic Impact. She consults and leads teams to o
 
erresearch-based guidance on several challenging  policy and management issues in education, in-cluding teacher quality, evaluation, retention, andcompensation; and dramatic change in persistentlyunderperforming schools. Ms. Kowal recently ledPublic Impact’s involvement in several applicationsfor the federal Race to the Top and Investing inInnovation competitions. She also serves as editorfor all Public Impact publications. An alumna of AmeriCorps NCCC and Public Allies DC, Ms.Kowal earned her law degree with honors from theUniversity of North Carolina at Chapel Hill.

 

 

is Co-Director of PublicImpact. She provides thought leadership and over-sight to Public Impact’s work on human capital,organizational transformation, and emerging op- portunities for dramatic change in pre–K to grade

education. Her work has appeared in
 EducationWeek, Education Next 
and other publications.She previously worked for the Hay Group, a lead-ing human resources consulting 
rm. Ms. Hasselreceived her law and master in business administra-tion degrees from the University of North Caro-lina at Chapel Hill.
About the Series
This report is part of the series
 Building anOpportunity Culture for America’s Teachers.
To see all the reports in this series, please visit www.opportunityculture.org .Made possible with the support of:
Acknowledgements
This report was made possible by the generous sup- port of The Joyce Foundation. It is part of a seriesof reports about “Building an Opportunity Cul-ture for America’s Teachers.” The authors are grate-ful to Robin Chait of the Center for AmericanProgress, Tim Daly of The New Teacher Project,and Sabrina Laine of the National ComprehensiveCenter for Teacher Quality for their helpful feed-back and insights as the dra
took shape. We arealso indebted to Daniela Doyle of Public Impactfor her signi
cant research assistance and BryanHassel for his feedback on early dra
s. DanaBrinson oversaw production and disseminationof the report. Finally, we would like to thankSharon Kebschull Barrett for careful editing, andApril Leidig-Higgins for the design of the report.©

Public Impact, Chapel Hill, NCPublic Impact is a national education policy andmanagement consulting 
rm based in Chapel Hill,NC. We are a team of researchers, thought leaders,tool-builders, and on-the-ground consultants whohelp education leaders and policymakers improvestudent learning in

education. For more onPublic Impact and our research, please visit: www.publicimpact.com.Public Impact encourages the free use, reproduc-tion, and distribution of this working paper fornoncommercial use. We require attribution for alluse. For more information and instructions on thecommercial use of our materials, please contact usat www.publicimpact.com.
 
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F
or too long, performance measurement sys-tems in education have failed to documentand recognize real di
 
erences among educa-tors. But a recent national push to use performanceevaluations for critical personnel decisions has high-lighted the shortcomings of our current systems andincreased the urgency to dramatically improve them.As state and local education leaders reform teacherand principal evaluation systems, they can draw fromdecades of performance measurement research andexperience in other sectors to develop more accurate,reliable, and meaningful information about educa-tors’ performance.In this report, we summarize six steps that re-search and experience from across sectors — includ-ing government agencies, nonpro
t organizations,and for-pro
t companies — show are critical fordesigning an outstanding performance measurementsystem:
. Determine the purposes of performancemeasurement
, such as informing professionaldevelopment, promotions, compensation, reten-tion, and dismissals. Engaging top leadership inconversation about these purposes helps ensurethat performance measurement systems providethe type and quality of information necessary toguide each decision.
. Choose job objectives that align with theorganization’s mission
to ensure that perfor-mance measures and the measurement processcapture the critical outcomes and behaviorsneeded from each employee to achieve theschool’s, district’s, or education provider’smission.
. Design performance measures
, including whatindividuals in each role are expected to contrib-ute and the ways in which they are expected toachieve results. By choosing the right measures,organizations clarify and stimulate sta
 
actionsthat contribute to success.
. Set performance standards
to use as a yard-stick for assessing employees’ performance, sothat both leaders and sta
 
know what goodand great performance looks like.
. Design the performance measurement process
by determining who will organize andhave input into evaluations, using what process,and how o
en.
. Use measurement results to take action
, in-cluding making decisions about professionaldevelopment; promotions and reach extension;career planning; compensation; retention anddismissals; and future recruiting and hiring.
Measuring Teacher andLeader Performance
Cross-Sector Lessons for Excellent Evaluations
By Julie Kowal and Emily Ayscue Hassel
executive summary 

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