TQ Policy-to-Practice and Research-to-Practice Briefs

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Methods of Evaluating Teacher Effectiveness (2009)
This brief is intended to help regional centers and state policymakers as they consider evaluation methods to clarify policy, develop new strategies, identify effective teachers, or guide and support districts in selecting and using appropriate evaluation methods for various purposes.

Included in this brief and listed below is a five-point definition of teacher effectiveness developed by the authors by analyzing research, policy and standards that address teacher effectiveness, and consulting experts in the field.

• “Effective teachers have high expectations for all students and help students learn, as measured by value-added or other test-based growth measures, or by alternative measures.

• Effective teachers contribute to positive academic, attitudinal and social outcomes for students such as regular attendance, on-time promotion to the next grade, on-time graduation, self-efficacy and cooperative behavior.

• Effective teachers use diverse resources to plan and structure engaging learning opportunities; monitor student progress formatively, adapting instruction as needed; and evaluate learning using multiple sources of evidence.

• Effective teachers contribute to the development of classrooms and schools that value diversity and civic-mindedness.

• Effective teachers collaborate with other teachers, administrators, parents and education professionals to ensure student success, particularly the success of students with special needs and those at high risk for failure” (Goe, et al., 2008, p. 8).

The Value of Reliable Data (2008)
This brief outlines how to use the Interactive Data Tools from the TQ Center. These tools enable users to extract valuable customized information on teacher preparation and present several illustrations that reflect real questions and answers that the TQ Center has received from its constituents.

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