The past decade has been marked by rapid changes in teacher evaluations. While many districts and states announced their intention to install better systems, they faced political and structural challenges. In this study, [National Council on Teacher Quality] NCTQ examines evidence of the impact of teacher evaluation in six places (four districts…

As a result of the increased focus on data literacy and data science across the world, there has been a large demand for professional development in statistics. However, exactly how these professional development opportunities should be structured remains an open question. The purpose of this paper is to describe the first iteration of a design…

Teacher evaluation has emerged as a key strategy for improving student outcomes in public education. The rationale is compelling: teachers vary widely in their effectiveness, and evaluation systems need to identify and address this variation. Performance evaluations have historically been largely perfunctory: no meaningful feedback is provided, no…

"Means to an End" is a practical toolkit for structuring the design process, elevating important issues, and identifying tensions and trade-offs that need to be resolved. The guide was conceived at a 2011 Aspen Institute workshop that brought together leading educators, researchers, and policymakers to share strategies for designing and…

The Scottish chartered teacher programme (2003-2011) is an important example of a national policy designed to support the development of "accomplished teaching". This paper provides an account of the emergence of the programme before discussing how the impact of such a scheme might be assessed and thus rendered accountable. The…

This study identified the perceived professional development needs of English-speaking evangelical theological school deans in Africa and Asia, as a basis for evaluating or creating professional development programs for these regions. It answered the question: What are the perceptions of the need for professional development prior to and after…

As one part of a broad reform package, the 2011 Indiana General Assembly passed Senate Enrolled Act 001 (Public Law 90), a bill that significantly changed the way Indiana teachers will be evaluated and compensated. An earlier Center for Evaluation & Education Policy (CEEP) policy brief, "Revamping the Teacher Evaluation Process"…

Formative teacher evaluation promotes teacher growth by illuminating some areas of difficulty and creating a viable course for change. The goal is to help teachers become more effective. Since 1991, the SouthEastern Regional Vision for Education (SERVE) has supported selected school systems in their attempts to design and implement formative…

This guide is intended to help the reader understand: the value of teacher induction programs designed to orient, support, train, and assess novice teachers; what makes induction programs work; the essential ingredients of an effective induction program; and how to get started improving efforts to support and assess novice teachers. Six sections…

The Texas Education Agency has been developing materials to address issues related to the Professional Development Appraisal System (PDAS). The PDAS was developed under a legislative mandate to establish a fair and practical appraisal process that acknowledges and reinforces good teaching practices and quality professional development. An…

This report presents recommendations of the Queensland Board of Registration's Induction Working Party, whose mission was to study the role of induction in the professional development of beginning teachers. The terms of reference of the Working Party were: to advise the board on possible approaches to the systematic development and implementation…

A British institution's efforts to improve assessment in the student teaching portion of its teacher education program to reflect a new approach to teacher training are described, focusing on the implications for supervisors and for the student teacher-supervisor relationship. (MSE)

Beginning in the 1979-80 school year, a long-term staff development project was organized and implemented at Beaverton High School (Oregon). Project goals were to help teachers increase their sense of efficacy by: (1) acquiring and applying skills that would increase their competence in the planning and delivery of instruction; (2) increasing…

This paper offers suggestions on how to help new teachers during their first year of teaching by offering a mentorship program with an established teacher on the school staff. A mentor is someone to whom the first-year teacher can turn during all the turbulence that is part of beginning any career, but especially for a beginning teacher in a…

This report presents California's standards, which are intended for use by local planners to design, implement, and evaluate beginning teacher induction programs. For each standard, there is a statement of the standard itself, a rationale explaining why it is important, and a series of criteria to be used by program designers and evaluators in…