| Louisiana's COMPASS Teacher Evaluation Program is part of a national trend of linking teacher evaluation to student academic performance. Under COMPASS, 50% of a teacher's score comes from observations by supervisors and 50% from a measure of student growth in the form of a value-added (VAM) or a Student Learning Target (SLT) score. The purpose of this study was to examine the effect of the student growth measures part of COMPASS on high school math teachers' sense of efficacy and collective efficacy as well as teachers' classroom practices in two northeast Louisiana districts. Surveys, which included the Teachers' Sense of Efficacy Scale (TSES) and Collective Efficacy Scale (CES) short forms, were administered to teachers before and after completion of evaluation scores under COMPASS. Paired-sample t-tests were used to analyze changes in TSES or CES were noted between survey administrations.;No significant differences were found in TSES or CES scores before and after COMPASS scores were calculated and released, whether teachers expected to receive or received a VAM score or not. Teachers indicated a variety of changes to their practices including an increased focus on potentially tested content and the inclusion of more engaging, student-led activities in their teaching. Recommendations for further study and recommendations for practice are included. |
