May 2016 Archives

The shift in focus of teacher evaluations from how well teachers teach to how much students learn is a profound change, writes Arthur Levine, but as with any new innovation, student-outcome-based assessments still need improvement.

Have advocates oversold the capacity of value-added modeling in teacher assessments to help improve a school's teaching corps? Lehigh University's Craig Hochbein and Abby Mahone explore.

To evaluate a teacher's effectiveness, supervisors should use a model rooted in a prioritization of student understanding, writes Hamilton Central School District Superintendent of Schools Anael Alston.

Teacher evaluation has in the past suffered from two fundamental issues: lack of consensus about standards and insufficient staffing to allow effective evaluation, writes retired school principal Linda Murdock. How can we solve those fundamental problems?


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