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ERIC Number: EJ919572
Record Type: Journal
Publication Date: 2011-Apr
Pages: 2
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0013-127X
Pilot Program to Focus on Performance-Based Teacher Assessments
Education Digest: Essential Readings Condensed for Quick Review, v76 n8 p63-64 Apr 2011
To raise the bar for teacher preparation and evaluation, assessments should be based on how well teachers perform in the classroom, not how they are rated during principal-led classroom observations or on written licensure tests, a new report argues. "Evaluating Teacher Effectiveness," by education policy expert and Stanford professor Linda Darling-Hammond, calls for a standardized method of teacher assessment that positions all of the nation's teachers on a level playing field. Published by the Center for American Progress, the report details a pilot program underway to kick-start the effort. Funded partially by federal Race to the Top grants, 20 states are participating in the pre-licensure teacher performance assessment pilot, based on the model set out by the Performance Assessment for California Teachers (PACT). Darling-Hammond highlights how teachers' participation in standards-based performance assessments can help them improve their teaching skills. Hoping to expand the pilot program nationwide by 2015, stakeholders believe that common performance assessments could aid policy decisions from pre-licensure to professional certification. The assessments could also guide personnel decisions and improve mentoring programs and professional development. Ideally, the pilot program would lead to development of a national teacher license that would apply across state lines, ensuring that all teachers are equally and rigorously prepared.
Prakken Publications. 832 Phoenix Drive, P.O. Box 8623, Ann Arbor, MI 48108. Tel: 734-975-2800; Fax: 734-975-2787; Web site: http://www.eddigest.com/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A