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ERIC Number: ED535653
Record Type: Non-Journal
Publication Date: 2011-Nov
Pages: 40
Abstractor: ERIC
Reference Count: 41
Designing High Quality Evaluation Systems for High School Teachers: Challenges and Potential Solutions
Tyler, John H.
Center for American Progress
A central part of education reform today is the wide-ranging and unprecedented effort to either revamp existing teacher evaluation systems or develop and implement entirely new systems. High-quality teacher evaluation systems are seen as one lever for improving the teacher workforce and hence the outcomes of students, including high school students. The current degree of consensus around efforts to improve teacher evaluation is striking for the world of kindergarten-through-12th-grade education. This paper examines the challenges and potential solutions to evaluating high school teachers, looking first at practice-based evaluation and then turning to student performance as the basis for evaluation. In each case the stage is first set with a brief discussion of the overarching, across-grade issues that accompany each method. (Contains 59 endnotes.)
Center for American Progress. 1333 H Street NW 10th Floor, Washington, DC 20005. Tel: 202-682-1611; Web site:
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education; Kindergarten
Audience: N/A
Language: English
Sponsor: Bill and Melinda Gates Foundation
Authoring Institution: Center for American Progress
IES Cited: ED544769