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Here’s some unpublished research about visibility and its effect on performance evaluation in the workplace. It requires some setup because it’s not a simple answer. But it’s a reliable answer, as you may agree after you read how it was attained.In summary: visibility is a sword with two edges.For about 10 years, I worked at a company that provided rigorous force-ranked 360 reviews to the professional staff. Everybody had to have at least 6 raters and the senior people had to have eight.Our data was reliability-tested by a bootstrap algorithm designed by the inventor of the bootstrap method, who was chair of the Stanford Department of Statistics.Believe me when I tell you, we knew more than most of the companies in the US about who was doing a better job. We gathered paired-comparison data with both ranking and scaling to tell us. That means we knew not only who was ranked first, second, third, etc. by their peers, customer bosses etc.—we knew how far above or below their near-peers that rating was. Supervisors’ and managers’ ratings were not weighted any higher than peers and customers.Our outside consultants were scoring-model experts who conducted experiments with data from their many clients. They shed a lot of light on some little-understood aspects of work life. “Visibility” was one of them.I asked the senior consultant what they knew about the effect of visibility on performance ratings. I told him that some of our employees had spun themselves up about their ratings, blaming what they believed to be “visibility problems” for lower ratings than they thought they deserved.Keith told me that they had included “visibility” as a factor for a client, and had looked at its correlation with scores. In all this, they used the median as the index point. They calculated what higher visibility scores did to individuals’ overall ratings, relative to the median score.His answer: From the median point, higher visibility accelerates people’s scores in the direction they were already headed. If you were above the median, higher visibility tended to correlate with higher scores on other factors. If you were below the median, higher visibility tended to correlate with lower scores on other factors.This isn’t a “dark” finding. Essentially, raters’ perceptions of high performers and low performers had “lower resolution” in their raters’ judgments when the raters had a more indistinct picture of the person’s work. But, when the raters saw more of the person, as measured by higher visibility scores, they were able to form more confident conclusions and were more willing to report perceptions further above and below the median.Translating that into an action plan—you should only seek greater visibility if you believe you are already clearly perceived as an above-median performer. In that case, it might help raise your score a bit.If you are a middling performer or lower, increasing your visibility could have an adverse effect on your overall evaluation. Better to get your performance up and see some consensus in the form of high evaluations or other reliable feedback before courting additional attention for its own sake.

This is a question that has been researched, debated, fought over, and studied some more for decades.There are some best practices that have come out of that study.The first thing that anyone who really wants to know how to evaluate teachers for quality truly has to understand is this:You must decouple student outcomes from teacher evaluation.It’s a counter-intuitive thing to say. It’s anathema to those who view education the way we have viewed it for the better part of the last century: through a factory model that aims to spit out students who all fit a certain standard set of molded criteria.But the test scores show… no, dammit. Put the tests results down for a minute. We can come back to those. But they don’t have a lot to do with whether or not someone is a good teacher.The problem is that we do evaluate most of the adult world by work product and outcomes. And thus we want to evaluate educators the same way.Education is unlike any other form of professional work.Every child is unique. Every child has a unique situation. Every child has unique talents, and unique handicaps.Many of them live in poverty. I had students who had to work forty hours a week, after school, to help pay the bills for their family. You think they’ll do well on the state test when they’re not 100% sure where their next meal will come from?I had students whose parents are drug addicts, and so they have to try to support their siblings. You think they care about Shakespeare when they’re not sure whether they’ll have hot water for a shower because Mom spent the electric bill on pills again? These kids are just trying to survive.Even children in stable homes have unique challenges and talents.I had a student who was in a remedial language arts course. She was failing literally everything but art. She wanted to be a comic book graphic artist. Her writer’s notebook was filled with various doodles. She was allowed to design her own project for one unit, and chose to turn the play we were reading into a graphic novel. Her teachers sent me alarmed and angry emails, because she was more tuned out than normal in their classes and was drawing something that she told them was for my class. Three days after I green-lit her project, she presented me with a fully-inked, colored graphic novel of Romeo and Juliet. She’d read the play, on her own, and when she couldn’t understand it, found a modern translation, read it, and created a 50+ page extremely professionally produced version of the play. I encouraged her to try to get it published. I don’t know if she ever did. I think it was the only A she received in my class.This girl could be wildly successful in the world, but her test scores will never reveal that. Her student outcomes will make me look like a failure of a teacher, and every other core teacher in her coursework.And yet, when given the chance to prove her mastery over the standards through her own means, she was able to do so with remarkable success.So, looking at the student outcomes, am I a great teacher, or a shitty teacher?Not to mention that how we assess students does not produce results that in any way reflects the quality of their educators.This will be stuck in your head for the next six hours. You’re welcome.I’ve written several answers and a 70 page legal policy journal article on all of this. I don’t think you want me to cut and paste it here. But trust me: high-stakes testing is utterly useless for showing a) what students actually know, and b) the quality of their educators.Also, stop handcuffing teachers.As Daniel Kaplan’s excellent answer points out, there are dozens of things that sucked up my instructional time or affected my students outside the classroom that I had no control over. Especially in language arts, because that was a class that everyone had to take every year of high school, and they couldn’t justify sucking that time away from the math department, whose proficiency scores were worse than ours. The last year I taught, I calculated that I lost 17.5 hours of scheduled instructional time to the military recruitment day, STARR testing, pep rallies, lockdown drills, you name it.To effectively cover every single standard, and mind you that the Common Core State Standards are pared down compared to previous state standards, would require about 30% more instructional time than I am allotted in a year. Without crippling me by taking that instructional time away for other stuff.A student’s educational success depends so much on the external factors on the student that I have zero control over as a teacher, and on how you actually assess the student.So, stop assessing teachers by student outcomes and stop handcuffing us while you do.Hmm… maybe student and parent evaluations? I mean, you can tell a great teacher by how many students love them, right?Using student and parent evaluations incentivizes teachers to be liked, not to be good teachers.One of the very first things that I learned as a teacher, back when I was still doing my practicum work under observation, was that there is a big difference between being liked and being respected, and that students and parents like teachers who don’t actually challenge them to do anything of substance.I’m serious.The best reviews I got as a teacher were when I stopped assigning homework and we read a book in class with discussion at the end of every chapter.I don’t actually believe it’s because students are lazy by nature, though that’s often the implication. No, I think it’s because students, and parents, are so overwhelmed these days, that they don’t understand the value in what gets assigned. It all seems like busywork.And what’s good for students isn’t always what makes parents happy.That unit I ran with the graphic artist girl?Every student got to design their own projects. I assigned no busywork. No tests. No quizzes. I gave the students eight learning targets and a rubric about what various levels of competency ranging from mastery to minimal competency looked like, and gave the students free rein to decide how to show me they got there. I had tests and quizzes as backups if they couldn’t think of anything.In three weeks, every student reached at least proficiency on every standard in the curriculum required by that unit. Every. Single. One. In a class of remedial students not reading at grade level.I was elated. And the principal who had okayed my experiment for this unit came to my office because half a dozen parents wanted me fired. They couldn’t understand how I’d graded it. They could not wrap their heads around the standards-based grading model, even with my parent packet on it.All the screaming about “Common Core Math” is another perfect example of parents who do not understand either standards nor instructional strategies and who are freaking out because they don’t know how to help their kids with their homework, even though these instructional strategies are being taught because they are proven to help students make better sense of mathematical concepts and advance in mathematics more quickly.Most students will evaluate me highly if they feel like there’s value to what I’m doing in the classroom and that they are making real, actual progress. Most parents will do the same.But a lot of these parents and students aren’t ready for the changes required to make a classroom that incorporates educational best practices, and will evaluate a teacher poorly for that. Well, that’s not what Mrs. Smith does!The math teacher next to me in one district had been teaching for 24 years. She wasn’t a great teacher. She’d used the same laminated lesson plans for 22 of those 24 years. Her test scores were… okay. She taught to the test. She never rocked the boat. She usually assigned the standard 20 math problems for homework that didn’t have answers in the back of the book. She graded her tests with a laminated piece of paper that had the correct answers cut out so all she had to was glance at the sheet and check off right ones. I never saw her at work after 3:30 PM except for parent-teacher conferences.Her students were utterly bored in class, every day. But that was the expectation.I guarantee you those students didn’t take anything away from that class that they used in daily life.Her evaluations were always fine. Student and parent.I challenged my students, every day. I made them think. I made them grapple with concepts. I made them write, a lot. I made them evaluate. I made them evaluate themselves. Probably 80% of my students gave me four or five out of five on my of my evaluations.About 5% of my students hated doing that level of work. I got terrible reviews from them. 0–1 out of 5. (These were usually the parents who wanted me fired.)On the whole, I probably had more 5/5 evaluations than the math teacher. And I certainly had more 0–1/5 reviews. Our averages were probably about the same when all the math came out, I’d guess.But I had students who looked me up years later to tell me how something we talked about in class, some project I made them do, some piece of writing I made them draft or read, had made them a better person. Had made them think. Had come up in conversation at college or work. How To Kill a Mockingbird or Monster made them think about injustices in the world that they saw.None of that showed up in the evaluations, I can tell you.Who’s the better teacher?I mean, I’m gone, and she’s still there.So, who’s the better teacher?And who deserves a raise?So, what does that leave us?Educational researcher Charlotte Danielson asked precisely that same question.There are two bits of research that truly helped me to understand the model and principles of master educators, which can be effectively assessed; the Danielson Framework and Dr. Robyn Jackson’s book Never Work Harder than Your Students. The key takeaway of both of these is simple.Create measurable standards for educational best practices, provide these to teachers, and allow them to show how they meet mastery of those standards.Danielson’s framework is meant to evaluate whether educators are engaging in educational best practices such that they are putting students in the best possible position to succeed.[1] The research she did found that there are core domains of teaching, and that there are specific markers of successful teachers in those domains that can be objectively observed and assessed.In particular, Danielson identified four domains of educational practice:Planning and PreparationClassroom EnvironmentInstructionProfessional ResponsibilitiesWithin each of these domains are specific aspects of teaching that can be assessed. For example, under Planning and Preparation, Danielson identified:1a Demonstrating Knowledge of Content and Pedagogy1b Demonstrating Knowledge of Students1c Setting Instructional Outcomes1d Demonstrating Knowledge of Resources1e Designing Coherent Instruction1f Designing Student AssessmentsThese are all things that are within educators control. And Danielson created these assessments of educator’s practices in such a way as to provide them with a great deal of academic freedom in the individual classroom. She identified objective markers that delineate emerging, minimally competent, proficient, and master teachers.Administrators are trained on how to observe these characteristics. Administrators usually spend one to three course periods a year in the teacher’s classroom doing a detailed observation of the execution of a single lesson plan. Danielson also requires “drive-by” unannounced observations of a few minutes.The rest comes from teachers putting together a portfolio of evidence ranging from lesson plans and curriculum design to videos of student engagement in the classroom.One of my favorite videos that I ever used in one of these portfolios was a lesson where I let the students go nuts. I gave them a small task to draft the best possible form of a certain response to a question and essentially no rules to complete it other than “you can’t bribe or threaten me.” They could work in small groups. They could work individually. They could work as a class. I told them to think about how to handle moochers that didn’t contribute if they decided to work in groups, since they’d all be turning in individual versions of this. The purpose of the lesson was to introduce The Lord of the Flies and the ideas of factions and leadership. One student who looked at my stated daily objectives on the board in the back actually made the connection. It was great. The students were engaged. We had an excellent debrief. Master lesson plan.Also, I’m fairly confident, I’d say within 90%, that no administrator ever watched that video or reviewed my portfolio in any meaningful way. It took me over 40 hours of work, on my own time, to construct that portfolio. It was never so much as referenced in my quarterly evaluations. And I can’t say I blame them: it took me 40 hours to put it together. How much time to review it? If it’s even 10% of the time to review it, (more than that was just video documentation, but let’s say they put it on fast-forward,) then they’re at 4 hours per teacher. I was in a small district, and there were over 50 teachers in the school. 200 hours. Just to review the portfolios. Conservative estimate. Yup… I get it. I understand, admins.The second piece of research that really influenced my understanding of what it looks like to be a master teacher was Dr. Robyn Jackson’s Never Work Harder than Your Students.[2] Dr. Jackson identifies seven principles of master educators.Start where you students are.Know where your students are going.Expect to get your students there.Support your students along the way.Use feedback to help you and your students get better.Focus on quality rather than quantity.Never work harder than your students. (Understand what their job is and what your job is, and don’t do their work for them.)Within each of these, she explains how master teachers understand and apply these principles. These can be objectively evaluated. Teachers can set specific goals to incorporate these principles into their professional work. Doing all seven at once is suicide, but one or two a year of dedicated focus is doable.And that basically brings me to my last point:Give teachers time and ability to show progress.No teacher ever became a master teacher in their first or second year. And teachers may have been coasting for ten years before being given a good model of what a master educator looks like.You have to give teachers time to show improvement, and you have to give them the flexibility and freedom to show that improvement.That means, if you want to reward those really great teacher and fire those really shitty teachers, it’s going to take a number of years. People don’t really have a lot of patience, I’ve found. They want that bad teacher gone yesterday. They don’t want to give them a chance to improve.The single most important thing I found about veteran teachers who made it to become master teachers is that they either were able to fly under the radar and make few enough waves to survive that long, or were stubborn fighters long enough to survive that long.My father was one of the latter. When he started, there were fistfights in the grocery store between parents who wanted him gone and parents who liked him. School board members showed up to our house in the dead dark of night, telling my father that he couldn’t give up and that he had to keep fighting for his job, but that they would deny that they were there if anyone asked. My father walked out of a principal’s office saying, “Fire me if you want. I’m going back to work right now.” I can’t believe he was never canned for insubordination.By the time he retired, he was widely acknowledged as one of the nation’s great educators in music. He’d been recognized as Citizen of the Year and given numerous awards from educational institutions. His choirs had won national competition titles, been invited to the Lincoln Center and to sing at the American Choral Directors Association conference.And even in his final year, there were parents who wanted him fired.My dad figures it took him about twelve years to really start to have a successful program that was consistently recognized as an outstanding program by his peers.I gave up on secondary education after about six years, three full time. By many accounts, I was a pretty good teacher. I wouldn’t call myself a master teacher, because I don’t think I was there long enough to earn that title. Maybe with another five or ten years of practice, I might have started to approach the outward edges of that. Maybe.But if you want to eradicate the “bad” teachers and give bonuses to the “good” teachers every year, you’re going to need probably ten years of data to really sort them apart.I’m going to tell you right now, nobody making the decisions has that level of patience.Thanks for the A2A.Footnotes[1] https://www.danielsongroup.org/framework/[2] Never Work Harder Than Your Students and Other Principles of Great Teaching, 2nd Edition

QNT 275 week assignments are helpful for the students to get good scoring in QNT 275 and there are 5 week assignments in QNT 275 which you can be find in the website http:www.snaptutorial.comQNT 275 Week 1 Individual Assignment Statistics in BusinessThis Tutorial contains 2 PapersDevelop a 875-word response that addresses each of the following prompts:Define statistics with citation and reference.Contrast quantitative data and qualitative data. Use two Peer Reviewed references.Evaluate tables and charts used to represent quantitative and qualitative data.Describe the levels of data measurement.Describe the role of statistics in business decision-making.Provide at least two business research questions, or problem situations, in which statistics was used or could be used.Use two peer reviewed references.Format your assignment consistent with APA guidelines.Click the Assignment Files tab to submit your assignment.QNT 275 Week 2 Individual Assignment Activity Data SetReview the following business scenario:You are the manager in a small town in the lake district of a Midwestern state enjoys a robust tourist season during the summer months, but has only a small population of residents during the off season. The Littletown Café adjusts the levels of staff according to the time of year, to coincide with the number of guests, with the tourist season typically starting around Memorial Day each year. One wait staff employee can serve 50 guests. When a bus staff employee is added, the pair can serve 75 guests. At 76 guests, the café adds a second wait staff employee, for a total of 2 waiters and one busser. Analysis of guest numbers can support future decisions about scheduling wait staff, dishwashers, and bus staff for the café.Download the data set.Review the data in the data set.Write a 700- to 1,050-word paper in which you:Explain why this is (or is not) a suitable sample of quantitative data for the business scenario.Evaluate the factors that would affect the validity of the data set.Evaluate the factors that would affect the reliability of the data set.Explain the steps you took to arrive at your conclusion about validity and reliability.Display the data set in a chart.Explain briefly why that chart type was selected.Calculate the measures of central tendency and variability (mean, median, mode, standard deviation) for the data.Explain the steps you followed to come your answer.Interpret the measures of central tendency and variability What are three conclusions you can draw based on the data analysis?QNT 275 Week 3 CLO Business DecisionMakingCLO Business Decision-Making Project Part 1Identify a business problem or opportunity at a company where you work or with which you're familiar. This will be a business problem that you use for the individual assignments in Weeks 3-5. It should be a problem/opportunity for which gathering and analyzing some type of data would help you understand the problem/opportunity better.Identify a research variable within the problem/opportunity that could be measured with some type of data collection.Consider methods for collecting a suitable sample of either qualitative or quantitative data for the variable.Consider how you will know if the data collection method would be valid and reliable.Develop a 1,050-word analysis to describe a company, problem, and variable.Include the following in your submission:Identify the name and description of the selected company,Describe the problem at that company,Identify one research variable from that problem,Describe the methods you would use for collecting a suitable sample of either qualitative or quantitative data for the variable (Note: do not actually collect any data)Analyze how you will know if the data collection method would generate valid and reliable data (Note: do not actually collect any data)Format your assignment consistent with APA guidelines.Click the Assignment Files tab to submit your assignment.QNT 275 Week 5 CLO Business Decision MakingCLO Business Decision Making Project, Part 3Prepare an 11- to 15-slide Microsoft® PowerPoint® presentation for the senior management team based on the business problem or opportunity you described in Weeks 3-4.Include on the slides what you'd want the audience to see (include appropriate visual aids/layout) and include in the Speaker's Notes section what you'd say as you present each slide. If any source material is quoted or paraphrased in the presentation, use APA citations and references.Draw on material you developed in the Weeks 3-4 assignments.Include the following in your presentation:Introduction slideAgenda slideDescribe the organization, with a brief descriptionExplain the business problem or opportunityAnalyze why the business problem is importantIdentify what variable would be best to measure for this problem. Explain why.Apply data analysis techniques to this problem (tell which techniques should be used: descriptive stats, inferential stats, probability, linear regression, time series). Explain why.Apply a possible solution to the problem/opportunity, with rationale.Evaluate how data could be used to measure the implementation of such a solution.ConclusionReferences slide (if any source material is quoted or paraphrased throughout the presentation)