Some elements of instruction in an evaluation rubric may not fit within
a particular lesson. The fact that a single lesson does not include that
element does not mean the teacher hasn’t mastered that element.
—Michelle Pieczura, p. 70
The best teachers are attracted by a school culture
in which teacher evaluation is done with them,
not to them. —Mark Simon, p. 58
The core driver of teacher development is not scoring teachers’
performance accurately but coaching them skillfully to improve
their performance. —Paul Bambrick-Santoyo, p. 26
Value-added models don’t work well for making fine
rating distinctions between individuals—and that
was never their purpose. —Stephen J. Caldas, online
School districts with fully implemented peer assistance and review
programs retain more novice teachers and dismiss more underperforming
teachers—both tenured and non-tenured—than do comparable districts.
—Susan Moore Johnson and Sarah E. Fiarman, p. 20
A teacher evaluation system that focuses on measurement requires
looking at a small set of teacher behaviors. A model that focuses on
teacher development must look at the teacher’s growth in an array of
instructional strategies. —Robert J. Marzano, p. 14
Insights About Teacher Evaluation
Source: The collective wisdom of authors published in the November 2012 issue of Educational
Leadership: “Teacher Evaluation: What’s Fair, What’s Effective?” (Volume 70, Issue 3).