Throughout the United States there is an increasing trend toward using value-added methods (VAMs) for high-stakes decisions. When policymakers use VAMs to identify, reward, and dismiss teachers, they may perpetuate the egg-crate model of schooling and undermine efforts to build instructional capacity schoolwide. At any time, in any school, some…

In recent years, interest has grown in using classroom observation as a means to several ends, including teacher development, teacher evaluation, and impact evaluation of classroom-based interventions. Although education practitioners and researchers have developed numerous observational instruments for these purposes, many developers fail to…

On February 14, leading scholars and private foundation presidents shared the stage at a Capitol Hill briefing, "Payoffs of Long-Term Investment in Education Research." Speakers emphasized that education research based on long-term funding has led to important payoffs for education policy and practice in areas such as early intervention,…

Scholars have long argued that principals should be "instructional leaders," but few studies have empirically linked specific instructional leadership behaviors to school performance. This study examines the associations between leadership behaviors and student achievement gains using a unique data source: in-person, full-day…

The authors argue that the criticisms of their earlier article on teacher logs ("Educational Researcher," March 2009) by Smagorinsky and Willis do not address, much less undermine, the evidence they presented as part of their validation argument about the teacher logs. Moreover, they argue that their method for studying classrooms is not nearly as…

Describes a $50 million research and development program begun by the National Board for Professional Teaching Standards (NBPTS) to develop assessment instruments and prototypes for its teacher certification system. NBPTS's mission is to develop a national voluntary certification system for experienced teachers. (FMW)

Discusses the evaluation of a teacher's craft knowledge, or wisdom of teaching. Uses case studies from a national board certification assessment to illustrate the problems of test design and validation. (FMW)

Reviews current teacher evaluation practices with particular focus on the use of observation. Argues that direct observation is an inadequate evaluation technique because it assumes that stability and consistency are necessary for effective teaching. Presents data showing that flexibility is a more accurate characterization of elementary level…

Discusses goals, results, and effects of the Texas Examination of Current Administrators and Teachers (TECAT). The test may have damaged public esteem for teachers because stories of teacher incompetence and trepidation appeared alongside easy test examples. (PS)

Examines measurement concepts and assumptions traditionally used in educational assessment, using the Early Adolescence/English Language Arts assessment developed for the National Board for Professional Teaching Standards as a context. The use of numerical ratings in complex performance assessment is questioned. (SLD)

When student ratings of instruction are used by instructors as a source of feedback on their teaching, some changes are made by the instructor; better interpretation of the results would probably improve this; thus a well-designed student ratings program can benefit more than harm the academic community. (Author/JM)

A comparative study found that parents and principals use different criteria when judging the same teachers. Principals are influenced by situational factors and the extra work that establishes some teachers' leadership. Parents are influenced by the connections teachers make with families and the quality of classroom life their children…

Describes how two teacher education service learning programs illustrate alternative interpretations of scholarship, focusing on a tutoring-mentoring program in a teaching oriented masters institution and a motor skill development program in a land grant doctoral research institution. Discusses how these forms of scholarship related to stated…

Discusses the role and consistency of judges' interpretations of teacher performance as part of an evaluative scheme for complex performance, with reference to the ideological framework of professional standards. The tension between assessment decisions and the recognition that assessment involves interpretation is explored. (SLD)

Responds to Floden and Klinzing's article, "What Can Research on Teacher Thinking Contribute to Teacher Preparation? A Second Opinion." Agrees with it, but discusses questions raised but not answered. Questions what expertise in teaching is, how this expertise is communicated, and who these experts are. (JS)