States are incorporating evaluation ratings into new, multioutcome teacher preparation program (TPP) evaluation systems, yet little is known about the relationships between TPPs and the evaluation ratings of program graduates. To address this gap, we use teachers' ratings on the North Carolina Educator Evaluation System to determine whether TPPs…

This commentary on the article titled "Examining the Internal Structure Evidence for the Performance Assessment for California Teachers: A Validation Study of the Elementary Literacy Teaching Event for Tier 1 Teacher Licensure" provides an overview of Performance Assessment for California Teachers (PACT), its relationship to edTPA and…

In Gargani and Strong (2014), we describe The Rapid Assessment of Teacher Effectiveness (RATE), a new teacher evaluation instrument. Our account of the validation research associated with RATE inspired a review by Good and Lavigne (2015). Here, we reply to the main points of their review. We elaborate on the validity, reliability, theoretical…

This 34-citation annotated bibliography contains information on selected ERIC journal articles and documents on teacher evaluation. (Author/CB)

The author creates a scenario descibing what could result as part of the state-mandated efforts to assure effective teachers. Three fundamental problems confronting teacher preparation program planners are outlined. (Author/CB)

Teacher evaluation programs are discussed including teachers' fears about the uses of evaluation, abuses of such programs, the uses of subjective vs objective competency criteria, and the relationship of evaluation to current demands for accountability. (JMF)

Subjective, aggregate, and individual methods for teacher evaluation are critically analyzed. (DS)

This article describes the conceptual framework of and purposes for two organizations: The Consortium for the Improvement of Teacher Evaluation; and The Research and Development Center for Teacher Evaluation. These organizations focus on improving the quality and quantity of research conducted on assessing teacher behaviors that affect student…

Teacher assessment should be designed to triangulate across domains of teacher knowledge, skills, and beliefs; teachers' classroom behaviors; and student outcomes. Costs and benefits of teacher evaluation must be weighed, and care taken to avoid elimination of minority teachers. (JD)

A model of teaching qualities is presented to provide teachers with a self-check aimed at improving their effectiveness. The activities and suggestions offered are designed to increase awareness of skills and characteristics of effective teachers. (JMF)

Productive strategies for evaluating outcomes are becoming increasingly important for the improvement, and even the survival, of teacher education. This article describes a set of research and assessment strategies used to evaluate program outcomes in the Stanford Teacher Education Program during a period of program redesign over the past 5 years.…

Describes how Educational Testing Service staff addressed student diversity and teacher equity in developing innovative classroom performance assessments for beginning teachers. The process involved articulating a conception of teaching and learning, creating valid performance assessment criteria, and developing a system for training local…

Eight members of the education community (e.g., students, teachers, college faculty, and administrators) respond to a question about the impact of high-stakes testing of teachers and students on teaching and teacher education. Their responses focus on such issues as test bias, at-risk students, specific state responses, and testing of students…