Teacher Evaluation Essay

781 Words4 Pages
In 2009, the Race to the Top education initiative used federal grants to incentivize states to enact rigorous teaching reforms in K-12 education. The Every Student Succeeds Act (ESSA) of 2015 built off the progress of this reform by urging states to explicitly define and improve teacher quality assessments. Today, states are tasked with identifying the goals and components of an effective, evidenced-based teacher assessment system. Attracting high-quality novice teachers, retaining and rewarding effective veteran teachers, and improving developing teachers constitute the three main goals of a rigorous an effective teacher evaluation system. BACKGROUND_______________________________________________________________ A principal rating…show more content…
However, standards-based observations create a rigorous, objective, and measurable rubric for educators to evaluate the quality of teacher performance: unsatisfactory, basic, proficient, and distinguished. These clear observation scales limit subjective bias given that it is clearly defined assessment rubric. However, accountability measures linked to a “limited sample of instruction can potentially effect reliability” and increase educational budget costs for administrative evaluation To that end, a teacher’s instructional performance does not correlate with student achievement nor does it measure other qualities, such as “soft-skills”. The value-added test provides an objective measure of assessment, emphasizing growth over proficiency. A teacher assessment system which uses value-added measurements captures a holistic evaluation of a teacher’s performance. Meanwhile, a proficiency-based test demonstrates a student’s ability to meet a benchmark on one test—an isolated measure. Value-added measures recognize the need for growth for all students, regardless of knowledge or skill. However, “a system based only on value-added measures would not be helpful for identifying the most effective teachers in a district.” It is difficult to institute a common benchmark for value-added performance, given that student achievement across a district varies and scores are highly unpredictable from year to year. Additionally, students’
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