ERIC Number: ED480159
Record Type: RIE
Publication Date: 2002-Dec
Improving Teacher Evaluation To Improve Teaching Quality. Issue Brief.
Research shows that teacher quality affects student achievement more greatly than any other school-based variable. The No Child Left Behind Act requires a "highly qualified" teacher in every classroom by the 2005-2006 school year and achievement gains by all students over time. These realities give policymakers a strong incentive to focus on preparing, recruiting, and retaining quality teachers as primary strategies to boost academic achievement. As more states develop accountability and data systems capable of tracking learning gains by individual students, greater opportunities will arise to measure the value-added impact of teaching. Such an approach to assessment may help revolutionize teacher evaluation, which traditionally has been based on procedural reviews and infrequent classroom observation by often untrained and overtaxed school administrators. However, states can make important changes, even within the current accountability framework. By linking evaluation with academic standards for students and professional standards for educators, policymakers can transform teacher evaluation into a more effective tool for improving instructional practice and raising student achievement. To improve teacher evaluation, governors and other state policymakers should employ the following strategies: define teaching quality, focus evaluation policy on improving teaching practice, incorporate student learning into teacher evaluation, create professional accountability, train evaluators, and broaden participation in evaluation design. (Author/SM)
Descriptors: Academic Achievement, Academic Standards, Accountability, Elementary Secondary Education, Evaluation Methods, Faculty Development, Higher Education, Inservice Teacher Education, Preservice Teacher Education, Teacher Competencies, Teacher Evaluation, Teacher Improvement, Teaching Skills
For full text: http://www.nga.org/cda/files/1202IMPROVINGTEACHEVAL.pdf.
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: National Governors' Association, Washington, DC. Center for Best Practices.