Trends in Teacher Evaluation

Ambach G. (1996). Standards for teachers. Phi Delta Kappan, 78(3), 207–210.

Attinello J. R. Lare D. Waters F. (2006). The value of teacher portfolios for evaluation and professional growth. National Association of Secondary School Principals, 90(2), 132–152. doi: http://dx.doi.org/10.1177/0192636506288864.

Beerens D. R. (2000). Evaluating teaching for professional growth. Thousand Oaks, CA: Corwin Press.

Blanton L. Sindelar P. Correa V. (2006). Models and measures of beginning teacher quality. The Journal of Special Education, 40(2), 115–127. doi: http://dx.doi.org/10.1177/00224669060400020201.

Borko H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3–15. doi: http://dx.doi.org/10.3102/0013189X033008003.

Bradley A. (1997). Licensure pact pays dividends for teaching. Education Week, 16(34), 1–4.

Bradley A. (1998). Peer-review programs catch hold as unions, districts work together. Education Week, 17(38), 1–4.

Braun H. Chudowsky N. Koenig J. (2010). Getting value out of value-added: Report of a workshop. Washington, DC: National Academies Press.

Council for Exceptional Children. (2011). Professional standards. Retrieved from http://www.cec.sped.org/Content/NavigationMenu/ProfessionalDevelopment/ProfessionalStandards/default.htm.

Council of Chief State School Officers. (2011). InTASC model core teaching standards: A resource for state dialogue. Washington, DC: Author. Retrieved from http://www.ccsso.org/Resources/Publications/InTASC_Model_Core_Teaching_Standards_A_Resource_for_State_Dialogue_%28April_2011%29.html.

Danielson C. (1996). Enhancing professional practice: A framework for teaching. Alexandria, VA: Association for Supervision and Curriculum Development.

Danielson C. (2010). Evaluations that help teachers learn. Educational Leadership, 68(4), 35–39.

Darling-Hammond L. Wise A. E. Pease S. R. (1983). Teacher evaluation in the organizational context: A review of the literature. Review of Education Research, 53(30), 285–328.

Educational Testing Service. (2009, Fall). Innovations, 8. Princeton, NJ: Author. Retrieved from http://www.ets.org/Media/News_and_Media/pdf/innovations_Fall09.pdf.

Gelfer J. Xu Y. Perkins P. (2004). Developing portfolios to evaluate teacher performance in early childhood education. Early Childhood Education Journal, 32(2), 127–132. doi: http://dx.doi.org/10.1007/s10643-004-1079-3.

Goertz M. Duffy M. (2003). Mapping the landscape of high-stakes testing and accountability programs. Theory Into Practice, 42(1), 4–11. doi: http://dx.doi.org/10.1207/s15430421tip4201_2.

Goldstein J. (2003). Making sense of distributed leadership: The case of peer assistance and review. Educational Evaluation & Policy Analysis, 25(4), 397–421. doi: http://dx.doi.org/10.3102/01623737025004397.

Goldstein J. (2007). Easy to dance to: Solving the problems of teacher evaluation with peer assistance and review. American Journal of Education, 113(3), 479–508. doi: http://dx.doi.org/10.1086/512741.

Hanushek E. Rivkin S. (2010). Using value-added measures of teacher quality (CALDER Brief 9). Washington, DC: The Urban Institute.

Harrington-Lueker D. (1996). Chuck the checklist. Executive Educator, 18, 21–24.

Hertling E. (1999). Peer review of teachers. Teacher Librarian, 27(2), 26–28.

Holdheide L. R. Goe L. Croft A. Reschly D. J. (2010). Challenges in evaluating special education teachers and English language learners specialist (TQ Research & Policy Brief). Washington, DC: National Comprehensive Center for Teacher Quality.

Individuals With Disabilities Education Improvement Act, 20 U.S.C. § 4301 et seq. (2006).

Jun M. Anthony R. Achrazoglou J. Coghill-Behrends W. (2007). Using eport-folio for the assessment and professional development of newly hired teachers. TechTrends, 51(4), 45–50.

Keller B. (2006). Teachers to conduct peer reviews in Chicago. Education Week, 25(20), 8.

Kumrow D. Dahlen B. (2002). Is peer review an effective approach for evaluating teachers? The Clearing House, 75(5), 238–241. doi: http://dx.doi.org/10.1080/00098650209603947.

Kyriakidos L. Demetriou D. Charalambous C. (2007). Generating criteria for evaluating teachers through teacher effectiveness research. Educational Research, 48(1), 1–20. doi: http://dx.doi.org/10.1080/00131880500498297.

Learning Point Associates. (2010). Evaluating teacher effectiveness: Emerging trends reflected in the state phase 1 race to the top applications. Naperville, IL: Author. Retrieved from http://www.learningpt.org/pdfs/RttT_Teacher_Evaluation.pdf.

Lieberman M. (1998). New union or new rhetoric: The case of peer review. Contemporary Education, 69(4), 182–185.

Munson B. R. (1998). Peers observing peers: The better way to observe teachers. Contemporary Education, 69(2), 108–110.

No Child Left Behind Act of 2001, 20 U.S.C. § 6301 et seq. (2006).

“Overview Information: Race to the Top Fund; Notice Inviting Applications for New Awards for Fiscal Year (FY) 2010,” Federal Register 75: 71 (14 April 2010) pp. 19,495–19,531.

Pigford A. B. (1989). Evaluation by checklist: Debating the effectiveness. NASSP Bulletin, 73, 81–84. doi: http://dx.doi.org/10.1177/019263658907352014.

Prince C. D. Schuermann P. J. Guthrie J. W. Witham P. J. Milanowski A. T. Thorn C. A. (2006). The other 69 percent: Fairly rewarding the performance of teachers of non-tested subjects and grades. Washington, DC: U.S. Department of Education, Office of Elementary and Secondary Education.

Protheroe N. (2002). Improving instruction through teacher observation. Principal, 82(1), 48–51.

Springer M. G. Gardner C. D. (2010). Teacher pay for performance context, status, and direction. Phi Delta Kappa, 91(8), 8–15.