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ERIC Number: ED532978
Record Type: Non-Journal
Publication Date: 2012
Pages: 52
Abstractor: As Provided
Creating a Comprehensive System for Evaluating and Supporting Effective Teaching
Darling-Hammond, Linda
Stanford Center for Opportunity Policy in Education
Virtually everyone agrees that teacher evaluation in the United States needs an overhaul. Existing systems rarely help teachers improve or clearly distinguish those who are succeeding from those who are struggling. The tools that are used do not always represent the important features of good teaching. Criteria and methods for evaluating teachers vary substantially across districts and at key career milestones--when teachers complete pre-service teacher education, become initially licensed, are considered for tenure, and receive a professional license. A comprehensive system should address these purposes in a coherent way and provide support for supervision and professional learning, identify teachers who need additional assistance and--in some cases--a change of career, and recognize expert teachers who can contribute to the learning of their peers. This report outlines an integrated approach that connects these goals to a teaching-career continuum and a professional development system that supports effectiveness for all teachers at every stage of their careers. (Contains 2 figures and 54 endnotes.) [This paper was written with the assistance of Channa Cook, Ann Jaquith, and Madlene Hamilton. Additional funding was provided by the Sandler Foundation.]
Stanford Center for Opportunity Policy in Education. Barnum Center 505 Lasuen Mall, Stanford, CA 94305. Tel: 650-725-8600; Fax: 650-736-1682; e-mail:; Web site:
Publication Type: Reports - Descriptive
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: Ford Foundation; Sandler Foundation
Authoring Institution: Stanford Center for Opportunity Policy in Education (SCOPE)
Identifiers - Location: Arizona; California; New Mexico
IES Cited: ED565633; ED565674; ED552484