Education Next – Janice B. Riddell, Eric S. Taylor and John H. Tyler
“New study of Cincinnati’s Teacher Evaluation System (TES), a rigorous evaluation program based on classroom observations, finds that teachers receiving high ratings (as scored by trained peer and administrative evaluators) are more effective in promoting student achievement growth. The Cincinnati system of evaluation is different from the standard practice in place in most American school districts, where perfunctory evaluations assign the vast majority of teachers ‘satisfactory’ ratings, leading many to ‘characterize classroom observation as a hopelessly flawed approach to assessing teacher effectiveness.'” (more)