Teacher Evaluation and Teacher Effectiveness

Abstract

Teacher evaluation has evolved over time from focusing on the moral values of a teacher in the early 1900s to standards-based evaluation models of today that seek to include measures of student academic progress. Often, teacher evaluation systems seek to serve two needs: accountability and improvement. Changes in teacher evaluation have been influenced by political winds as well as a desire to create systems that are fair and balanced. This article begins with an overview of the purposes of teacher evaluation. Next, often-cited international and US policy and research reports as well as foundational textbooks related to teacher effectiveness and teacher evaluation are highlighted. The article then provides an overview of early models of teacher evaluation focused on the roles and responsibilities of a teacher and the evolution to contemporary models of teacher evaluation with a focus on a standards-based and/or outcomes-based approach to evaluation. The next section highlights seminal works that emerged in measuring teacher effectiveness as well as value-added models to support an outcomes-based approach by including student academic progress as part of evaluation. Including student outcomes has been the topic of intense discussion as policymakers and researchers debate the validity of the use of student test scores in terms of value-added modeling and other growth models. Researchers do not agree on the stability of such models and whether they do differentiate between effective and less effective teachers. Research will continue to inform and enrich this debate and discussion. Teacher observation remains a critical part of the evaluation process and the article provides a historical overview of common practices and challenges of teacher observation. Finally, works that illuminate impacts of teacher evaluation are provided, including texts and reports related to teacher growth and development, teacher retention, and teacher compensation.