Teacher evaluation systems are being overhauled by states and
districts across the United States. And, while intentions are
admirable, the result for many new systems is that good-often
excellent-teachers are lost in the process. In the end, students
are the losers. In her new book, Linda Darling-Hammond makes a
compelling case for a research-based approach to teacher evaluation
that supports collaborative models of teacher planning and
learning. She outlines the most current research informing
evaluation of teaching practice that incorporates evidence of what
teachers do and what their students learn. In addition, she
examines the harmful consequences of using any single student test
as a basis for evaluating individual teachers. Finally,
Darling-Hammond offers a vision of teacher evaluation as part of a
teaching and learning system that supports continuous improvement,
both for individual teachers and for the profession as a whole.
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