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ERIC Number: EJ695547
Record Type: Journal
Publication Date: 2005
Pages: 9
Abstractor: Author
Reference Count: N/A
ISSN: ISSN-0161-956X
An "Education Professions Performance Development Act": A Prospectus for Providing "Highly Qualified" and More Motivated Teachers and Leaders for America's Schools
Guthrie, James W.
Peabody Journal of Education, v80 n3 p6-14 2005
Classroom teachers are among the few remaining employee groups whose evaluations and remuneration are generally unrelated to their performance. However, it is difficult to appraise a teacher's effectiveness by achievement of pupils because learning is not under an instructor's complete influence. New measurement techniques are emerging, however, that offer a prospect of discerning how much an individual teacher's instructional efforts contribute to learning. This article identifies impediments to implementing "value-added" testing, recommends a development effort to address unresolved issues, and specifies components of a proposed Education Professions Performance Development Act that could direct federal resources. These recommendations include alterations to No Child Left Behind Act regulations to further a fair and accurate teacher assessment and reward system based on performance.
Lawrence Erlbaum Associates, Inc., Journal Subscription Department, 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579 (Toll Free); e-mail:
Publication Type: Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001