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ERIC Number: ED543771
Record Type: Non-Journal
Publication Date: 2007
Pages: 24
Abstractor: ERIC
Reference Count: 52
Communication Framework for Measuring Teacher Quality and Effectiveness: Bringing Coherence to the Conversation
Coggshall, Jane G.
National Comprehensive Center for Teacher Quality
Teacher effectiveness is one of the many dimensions of teacher quality, and some argue that it is the most crucial dimension. The appropriate definition and measurement of teacher effectiveness are the subject of an important ongoing national conversation--as well as the source of some contention and a fair amount of confusion. To promote effective dialogue about the measurement of teacher quality and effectiveness, the National Comprehensive Center for Teacher Quality (NCCTQ) developed this communication framework. Its purpose is to facilitate communication about policies regarding teacher effectiveness by helping to build a shared understanding of the terminology used in the discussion. By presenting a brief overview of teacher quality and the various instruments that can be sued to collect evidence of its many facets, the framework intends to illuminate both the possibilities and the limitations of focusing on teacher effectiveness (as opposed to other dimensions of teacher quality) in education policy and practice. Appended are: (1) Definitions of Key Measurement Terms; (2) Communication Tools; (3) Resources That Provide Information on Standards for Teaching Quality; and (4) Key Resources from NCCTQ. (Contains 3 tables.)
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 - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: National Comprehensive Center for Teacher Quality