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ERIC Number: ED543666
Record Type: Non-Journal
Publication Date: 2009-Mar
Pages: 12
Abstractor: ERIC
Reference Count: 11
Methods of Evaluating Teacher Effectiveness. Research-to-Practice Brief
Goe, Laura; Croft, Andrew
National Comprehensive Center for Teacher Quality
In "Approaches to Evaluating Teacher Effectiveness: A Research Synthesis" published by the National Comprehensive Center for Teacher Quality (TQ Center), ways of evaluating teachers were compared (Goe, Bell, & Little, 2008). This brief compares two of the methods discussed in that synthesis--value-added measures and classroom observations--and discusses the advantages and drawbacks associated with these methods. Although classroom observations have been commonly used for evaluating teachers for many decades, value-added models are becoming an increasingly popular method of determining teacher effectiveness. This brief is intended to help regional centers and state policymakers as they consider evaluation methods to clarify policy, develop new strategies, identify effective teachers, or guide and support districts in selecting and using appropriate evaluation methods for various purposes. (Contains 2 tables and 3 resources.)
National Comprehensive Center for Teacher Quality. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 877-322-8700; Fax: 202-223-8939; e-mail:; Web site:
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: Policymakers
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: National Comprehensive Center for Teacher Quality