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ERIC Number: EJ994601
Record Type: Journal
Publication Date: 2012
Pages: 7
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-1539-9664
Can Teacher Evaluation Improve Teaching?
Taylor, Eric S.; Tyler, John H.
Education Next, v12 n4 p78-84 Fall 2012
The modernization of teacher evaluation systems, an increasingly common component of school reform efforts, promises to reveal new, systematic information about the performance of individual classroom teachers. Yet while states and districts race to design new systems, most discussion of how the information might be used has focused on traditional human resource-management tasks, namely, hiring, firing, and compensation. By contrast, very little is known about how the availability of new information, or the experience of being evaluated, might change teacher effort and effectiveness. In this research, the authors study one approach to teacher evaluation: practice-based assessment that relies on multiple, highly structured classroom observations conducted by experienced peer teachers and administrators. While this approach contrasts starkly with status quo "principal walk-through" styles of class observation, its use is on the rise in new and proposed evaluation systems in which rigorous classroom observation is often combined with other measures, such as teacher value-added based on student test scores. They study a sample of midcareer elementary and middle school teachers in the Cincinnati Public Schools, all of whom were evaluated in a yearlong program, based largely on classroom observation, sometime between the 2003-04 and 2009-10 school years. They compare the achievement of individual teachers' students before, during, and after the teacher's evaluation year. They find that teachers are more effective at raising student achievement during the school year when they are being evaluated than they were previously, and even more effective in the years after evaluation. They find that postevaluation improvements in performance were largest for teachers whose performance was weakest prior to evaluation, suggesting that rigorous teacher evaluation may offer a new way to think about teacher professional development. (Contains 1 figure and 1 table.)
Hoover Institution. Stanford University, Stanford, CA 94305-6010. Tel: 800-935-2882; Fax: 650-723-8626; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Junior High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ohio