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.
May 2016 Archives
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?