Abstract
Two studies related to the validity argument for ratings of classroom teaching performance derived from using the North Carolina Teaching Performance Appraisal Instrument (TPAI) are reported. Study I examined the relationship of ratings on the TPAI and pupil achievement. The results of Study I indicated that teaching performance ratings on the TPAI accounted for .70 of the variance of pupil achievement after adjusting pupil achievement for student ability. Study II examined the sensitivity of teaching performance ratings on the TPAI to improvement due to coaching by clinical faculty. The results of Study II indicated that ratings on Management of Instructional Time and Providing Instructional Feedback were the most sensitive to coaching while ratings on Instructional Presentation and Instructional Monitoring were weakly related to coaching; ratings on Management of Student Behavior were not changed by coaching.
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