Title: Teacher Evaluations - Why Teacher Performance Matters
Headings: 
Introduction
WHY Evaluate Teachers?
Teacher Evaluation as an Issue of Equity
WHAT is Teacher Evaluation?
WHAT is Effective Teaching?
HOW did Teacher Evaluation Systems Evolve?
WHAT do Current Teacher Evaluation Systems Look Like?
WHAT are Current Challenges with Teacher Evaluation?
WHAT does an Effective Model of Teacher Evaluation Look Like?
WHAT can School Leaders do to Improve Teacher Evaluation in their Districts?
About Sheila B. Robinson
References

Content: However, evaluating teachers and teaching is an imperfect proposition at best, and one we’ve been struggling with for well over two centuries. Gaining a foothold on the foundations of teacher evaluation – WHY we evaluate teachers, WHAT constitutes teacher quality and quality teaching, and HOW we can effectively implement good teacher evaluation systems – can help us improve this critically important aspect of education and ensure our classrooms are staffed with the best. WHY Evaluate Teachers? First, teacher quality is positively linked with student learning. This is the primary reason to develop, implement, and continue our efforts to improve teacher evaluation systems. As a nation the US has historically struggled to come to a consensus about what constitutes “teacher quality” and how exactly to define it. Early 19th century teachers were considered effective if they taught the curriculum chosen by community leaders, if they sustained proper discipline with children, and if they maintained the physical premises of the school and classroom. Today when we speak of teacher quality, we consider factors such as: Education and experience
Whether classroom environments are uniquely conducive to learning and achievement at high levels
Capacity to create positive relationships with students
Effective use of assessment to drive instructional planning
Ability to differentiate instructional techniques to reach and teach linguistically and culturally diverse students and students with learning and behavioral challenges
Communication of high expectations of achievement for all students
Collaboration with colleagues and communication with families
Participation in high quality professional learning
A secondary reason for sound teacher evaluation systems is accountability. The expectation is that the evaluation process itself will enhance teacher practice and improve effectiveness, and this in turn will lead to improved student learning and achievement.