Not Whether, but how: Asking the right Questions in Teacher Performance Assessment

Bookmarked: Not Whether, but how: Asking the right Questions in Teacher Performance Assessment

http://www.ncte.org/library/NCTEFiles/Resources/Journals/LA/0932-nov2015/LA0932Research.pdf

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First, rather than assuming teacher effectiveness is a personal, fi xed trait that can be measured once or only early in a career, it is now measured almost annually, with the idea that profi ciency may develop and/or change over time. This contrasts with evaluation policies involving preservice graduation requirements based on a passing score on a summative exam or model lesson rather than infrequent or only initial observa-tion of inservice teachers.

This persists in the face of strong evidence that teaching in US schools is a collective activity (Croninger & Valli, 2009; Yuan, 2015) in which a range of adults, both within and outside of school, are responsible for contributing to teacher- level effects on student performance as measured in various ways over time.

This persists in the face of strong evidence that teaching in US schools is a collective activity (Croninger & Valli, 2009; Yuan, 2015) in which a range of adults, both within and outside of school, are responsible for contributing to teacher- level effects on student performance as measured in various ways over time.

In practice, the increased sophistication and complexity of evaluation tools have not led to more accurate or fruitful evaluations. Roughly the same number of teachers are rated proficient under new evaluation systems as they were before 2009 (Hey-burn & Goe, 2013; Morgan, Hodge, Trepinski, & Anderson, 2014; Rund & Wiedenbener, 2014;