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Coggshall, Jane G. – National Comprehensive Center for Teacher Quality, 2012
To meet the more rigorous expectations embodied in new college- and career-ready standards, students will need teachers who teach in ways that are distinctly different than how most have been teaching. Students will need, for example, English and science teachers who give students more guided practice in reading nonfiction texts that are more…
Descriptors: Teacher Effectiveness, Educational Change, Professional Development, Theory Practice Relationship
Goe, Laura; Biggers, Kietha; Croft, Andrew – National Comprehensive Center for Teacher Quality, 2012
Recently, teacher evaluation has become a major focus in educational policy debates and research efforts. This increased attention to teacher evaluation has raised questions about the relationship between evaluation and student outcomes. Rivkin, Hanushek, and Kain (2005) and others have demonstrated with value-added research that there are…
Descriptors: Evidence, Teacher Effectiveness, Teacher Evaluation, Accountability
Coggshall, Jane G.; Rasmussen, Claudette; Colton, Amy; Milton, Jessica; Jacques, Catherine – National Comprehensive Center for Teacher Quality, 2012
State and district leaders across the country are working intensely to respond to legislation calling for revised teacher evaluation systems that incorporate multiple measures of student learning and teacher practice. Whether through strengthened accountability or more formative support, the primary goal of this work is the continuous improvement…
Descriptors: Teacher Evaluation, Teacher Effectiveness, Faculty Development, Public Policy
Clifford, Matthew; Hansen, Ulcca Joshni; Wraight, Sara – National Comprehensive Center for Teacher Quality, 2012
Across the country, states and districts are designing principal evaluation systems as a means of improving leadership, learning, and school performance. Principal evaluation systems hold potential for supporting leaders' learning and sense of accountability for instructional excellence and student performance. Principal evaluation is also an…
Descriptors: Evaluators, Teacher Evaluation, Administrator Evaluation, Evaluation Methods
Behrstock-Sherratt, Ellen; Biggers, Kietha; Fetters, Jenni – National Comprehensive Center for Teacher Quality, 2012
With many efforts underway across the United States, state education agency (SEA) leaders have the opportunity to utilize the expertise of their contacts in other SEAs and regional comprehensive centers (RCCs) in their region and throughout the country to exchange ideas and share the lessons they have learned about involving stakeholders in…
Descriptors: Educational Finance, Stakeholders, Evaluation Methods, Teaching Methods
Coggshall, Jane G.; Bivona, Lauren; Reschly, Daniel J. – National Comprehensive Center for Teacher Quality, 2012
To meet the new and more rigorous college- and career-ready standards for student learning, all of today's students must have access to effective teaching--every day and in every classroom. As teachers and their school leaders are increasingly held accountable for implementing consistently effective teaching, calls for holding the programs that…
Descriptors: Teacher Effectiveness, Accountability, Program Effectiveness, Stakeholders
Holdheide, Lynn; Browder, Diane; Warren, Sandra; Buzick, Heather; Jones, Nathan – National Comprehensive Center for Teacher Quality, 2012
With the current emphasis in educational policy on improving teacher effectiveness, states and school districts are quickly developing and implementing new models of teacher evaluation. However, few models address the unique challenges in accurately measuring achievement growth of students with disabilities (including those participating in…
Descriptors: Disabilities, Educational Policy, Teacher Effectiveness, Special Education
National Comprehensive Center for Teacher Quality, 2012
In response to federal initiatives such as Race to the Top (RTTT), Elementary and Secondary Education Act (ESEA) flexibility waiver requests, and the Teacher Incentive Fund competition, states have made dramatic changes in their policies related to teacher evaluation during the past three years. Historically, teacher evaluation systems have been…
Descriptors: Teacher Effectiveness, English (Second Language), Feedback (Response), Second Language Learning
National Comprehensive Center for Teacher Quality, 2012
This brief describes a new wave of state legislation, which emphasizes individual principal accountability as part of a broader educator talent-management strategy. The brief provides a snapshot of new state-level policy on principal evaluation and describes reasons for policy change as represented in state policy language and trends in policy…
Descriptors: Educational Policy, Teacher Effectiveness, School Personnel, State Legislation
Potemski, Amy; Baral, Mahua; Meyer, Cassandra – National Comprehensive Center for Teacher Quality, 2011
This Policy-to-Practice Brief introduces five current examples of measures of teacher performance. The goal is to assist regional comprehensive centers and state education agencies in building local capacity to incorporate the use of alternative measures of teacher performance into the overhaul of state evaluation systems--especially in states…
Descriptors: Teaching Skills, Teacher Competencies, Educational Practices, Theory Practice Relationship
Goe, Laura; Holdheide, Lynn – National Comprehensive Center for Teacher Quality, 2011
The growing need for more information about measuring teachers' contributions to student learning growth, particularly in nontested subjects and grades, is the impetus for this Research & Policy Brief. Although the research base in this area is disappointingly limited, the brief includes considerations and suggestions based on current models…
Descriptors: Teacher Evaluation, Instructional Effectiveness, Teacher Effectiveness, School Districts
Archibald, Sarah; Coggshall, Jane G.; Croft, Andrew; Goe, Laura – National Comprehensive Center for Teacher Quality, 2011
This Research & Policy Brief addresses the aspect of the teacher support system that is perhaps the most important and often the most weakly implemented: teacher learning and development. This brief includes the following to help state and district leaders select professional learning activities that are worth the allocation of scarce resources:…
Descriptors: Faculty Development, Teachers, Evaluation Methods, Resource Allocation
Goe, Laura; Holdheide, Lynn; Miller, Tricia – National Comprehensive Center for Teacher Quality, 2011
Across the nation, states and districts are in the process of building better teacher evaluation systems that not only identify highly effective teachers but also systematically provide data and feedback that can be used to improve teacher practice. "A Practical Guide to Designing Comprehensive Teacher Evaluation Systems" is a tool…
Descriptors: Feedback (Response), Teacher Effectiveness, Evaluators, Teacher Evaluation
McGraner, Kristin L.; VanDerHeyden, Amanda; Holdheide, Lynn – National Comprehensive Center for Teacher Quality, 2011
This innovation configuration offers a set of quantifiable indicators of instructional excellence in mathematics. These indicators are related to improved achievement in mathematics and can be used to improve teacher competencies. The innovation configuration is offered as a means of evaluating and aligning teacher preparation and professional…
Descriptors: Mathematics Achievement, Evidence, Mathematics Instruction, Teacher Competencies
National Comprehensive Center for Teacher Quality, 2011
Teacher effectiveness, equitable distribution, and teacher preparation are inextricably linked. Recognizing that evidence-based practices account for at least part of the effects of teachers on achievement and the critical role of teacher preparation, the TQ Center (National Comprehensive Center for Teacher Quality) offers innovation…
Descriptors: Teacher Effectiveness, Evidence, Guidelines, Innovation
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