Teacher Evaluation With Multiple and Variable Lines of Evidence

Abstract

Teacher evaluation is key to understanding effective teacher practice, rewarding excellent performance, and improving training programs. Yet the current practice of principal visits and reports does not promise to promote reforms for teachers or teacher educators. In this study six lines of evidence of teaching impact or value were developed and tested with 281 K-12 classroom teachers. Teachers selected a minimum of four lines for promotion in a career ladder system. Administrator reports showed low variation and correlations with other measures. Student reports, parent surveys, and teacher tests produced sufficient variance for decisionmaking and moderate correlations with other measures. Professional activity and years of experience showed erratic relations. In general, the lines of evidence showed independence, suggesting that multiple measures may have tapped different constructs of quality.