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The Center for American Progress's new report argues that policymakers should take particular measurement considerations into account when using student achievement data to inform teacher evaluations.
The Center for American Progress has released a new report examining how we can accurately and effectively evaluate teacher performance to improve the quality of teaching.
The New Teacher Center (NTC) released a policy paper exploring the relationship between state teacher induction policies and local program implementation. The paper examines reasons for differences in induction program implementation within three states: California, Hawaii, and Illinois. It also provides conclusions about the impact of state policy on local program design, implementation, and overall quality and identifies local factors, including leadership support, budget constraints, and contextual challenges that influence the growth and sustainability of local teacher support programs.
The National Education Policy Center has released a brief reviewing credible research exploring: the feasibility of combining formative assessment (a basis for professional growth) and summative assessment (a basis for high-stakes decisions like dismissal); the various tools that might be used to gather evidence of teacher effectiveness; and the various stakeholders who might play a role in a teacher assessment system. It also offers a brief overview of successful exemplars.
Public Impact released a report summarizing best practices and research from other sectors that identifies six steps for education leaders who want accurate, reliable, and meaningful information about educators' performance.
New Leaders for New Schools published a white paper which includes recommendations for policymakers at all levels of government to support a new approach to principal evaluation. They focus in particular on the development of policies that:
The New Teacher Project recently released a paper proposing six design standards that any rigorous and fair teacher evaluation system should meet. The paper offers a blueprint for better evaluations that can help every teacher succeed in the classroom—and give every student the best chance at success.
The Economic Policy Institute's brief addressing the idea of measuring teachers' effectiveness largely by student test scores will lead to improved student achievement is now available. The brief points out that if new laws or policies specifically require that teachers be fired if their students’ test scores do not rise by a certain amount, then more teachers might well be terminated than is now the case.
The National Comprehensive Center for Teacher Quality's (TQ Center) new Policy-to-Practice Brief presents teacher leadership as an innovative solution for improving teacher retention and strengthening the profession and the quality of education in our schools. Action steps and promising strategies for state, district, and university officials are included to help promote teacher leadership.
The Mid-Atlantic Comprehensive Center and the Teacher Quality Center invite you to participate in the first in a series of webinars on comprehensive teacher effectiveness systems. Special guest presenters Wayne Barton, Director of Teacher and Administrator Quality at the Delaware Department of Education; and Deborah Stevens, Director of Instructional Advocacy from the Delaware State Education Association will discuss the partnership between the state education agency and a teachers’ union in Delaware to identify measures of student growth for use in teacher evaluation.