Assessment of teaching and learning internationally and within Nigeria formed the crux of the paper. The focus is the basic and secondary education levels. The main objective is to demonstrate that assessment of teaching and learning are core to education delivery. The concept of assessment was analyzed. Cases of assessments in Africa were cited…

This research study reviewed literature specific to the evolution of teacher evaluation models and explored the effectiveness of standards-based evaluation models' potential to facilitate professional growth. The researcher employed descriptive phenomenology to conduct a study of teachers' perceptions of a standard-based evaluation model's…

Across the South, many states and school districts provide basic training for evaluators. But this basic training does not assure that evaluators will be prepared to provide teachers with classroom observations that are rigorous, reliable and personally relevant. High-quality evaluator training leads to improved instructional practice, both…

This document provides guidance on the research, policies, and practices necessary for appropriate development and implementation of student growth goals, which are often referred to as Student Learning Objectives (SLOs). Over the past few years, federal and state education policies have shifted to require teachers to set SLOs with the intention…

The majority of states include value-added models (VAMs) or some other measure of student academic growth as a component of their teacher evaluation systems. However, there is considerable disagreement among researchers about whether states and school districts should use student growth measures to make high-stakes personnel decisions. Many…

Research suggests that teacher evaluation systems have promoted effective teaching in many common education classrooms for core academic subjects, but have not been as successful in promoting effective teaching in non-core subjects (Jacques & Potemski, 2013). Technology center classrooms are certainly an example of non-core subjects that may…

Educator evaluation is described in the literature as those systems in place used to supervise educator excellence as well as to maximize and foster teacher capacity. There have been many changes within the last five years in the Massachusetts educator evaluation model, now called the Massachusetts Model System for Educator Evaluation. Once…

Policies that require the use of information about student achievement to evaluate teacher performance are becoming increasingly common across the United States, but there is some question as to how or whether to use student test-based teacher evaluations when student assessments change. We bring empirical evidence to bear on this issue.…

Mexico's implementation of mandatory teacher assessments in 2013 was part of a group of federal reforms aimed at enhancing the quality of state-run education. The reforms elicited strong opposition from key stakeholders. Building on the idea that policy capacities are the set of capabilities necessary to perform policy functions, we examine the…

The purpose of this study is to evaluate perceptions of Turkish educators about teacher placement and teacher appraisal in the Turkish education system context by identifying successful and problematic components of charter schools. Sequential explanatory mixed research method design was used; the qualitative part of the study was conducted with a…

Teacher residencies are surfacing as a promising model for teacher preparation. One such residency program--Collaboration and Reflection to Enhance Atlanta Teacher Effectiveness (CREATE)--seeks to raise student achievement in local high-needs schools by increasing the effectiveness and retention of both new and veteran educators. CREATE aims to…

Teacher residencies are surfacing as a promising model for teacher preparation. One such residency program--Collaboration and Reflection to Enhance Atlanta Teacher Effectiveness (CREATE)--seeks to raise student achievement in local high-needs schools by increasing the effectiveness and retention of both new and veteran educators. CREATE aims to…

Instructional leadership is a primary task of school leaders, but this work may be complicated when leaders and teachers do not share content area or grade level expertise. Work around leadership content knowledge (LCK) acknowledges that school leaders cannot know everything about teaching in the content areas, but suggests leaders can work to…

In the current study differences between primary school teachers classified as high-performing in their implementation of cooperative learning (CL) in their classrooms and teachers who were less successful in implementing cooperative learning were investigated. The levels of implementation of cooperative learning differed significantly between…

Comparisons between CTE and non-CTE instructors and between CTE endorsements were examined in the context of PPfT and CTE's overlapping goals of quality instruction and professional learning. CTE instructors had significantly higher summative scores than did non-CTE instructors. Almost twice as many CTE as non-CTE instructors earned a…