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Comprehensive System for Teaching and Learning  \nBy Linda Darling-Hammond  \nT  \nhe United States is at a critical moment in teacher evaluation. e evaluation process is undergoing extensive changes, some of them quite radical, in nearly every state and district across the country. As we embark on these  \nreforms, it is crucial for schools, teachers, and, especially, students  \nLinda Darling-Hammond is the Charles E. Ducommun Professor of Education at Stanford University, where she is the faculty director of the Stanford Center for Opportunity Policy in Education and the founding director of the School Redesign Network. She is a former president of the American Educational Research Association anda member of the National Academy of Education. 􀀞is article is adapted, with permission of Teachers College Press, from Linda Darling-Hammond, Getting Teacher Evaluation Right: What Really Matters forE􀀛ectiveness and Improvement. Copyright 2013 by Teachers College, Columbia University. All rights reserved. 􀀞e book was inspired by the Good Schools Seminar Series, supported by the Albert Shanker Institute, a nonpro􀀝t, nonpartisan organization endowed by the American Federation of Teachers to promote excellence in public education.  \nthat new policies improve the quality of teaching while avoiding pitfalls that could damage education. It is imperative that we not substitute new problems for familiar ones, but that we instead use this moment of transformation to get teacher evaluation right.  \nVirtually everyone agrees that teacher evaluation in the United States needs an overhaul. Existing systems rarely help teachers improve or clearly distinguish those who are succeeding from those who are struggling. e tools that are used do not always represent the important features of good teaching. It is nearly impossible for principals, especially in large schools, to have su􀀝cient time or content expertise to evaluate all of the teachers they supervise, much less to address the needs of some teachers for intense instructional support. And many principals have not had access to the professional development and support they need to become expert instructional [leaders and evaluators of teaching. us](leaders and evaluators of teaching. us), evaluation in its current form often contributes little either to teacher learning or to accurate, timely information for personnel decisions.  \nese problems are long-standing. ey were obvious when my colleagues and I 􀀞rst studied U.S. teacher evaluation systems in the  \n4 AMERICAN EDUCATOR | SPRING 2014  \nearly 1980s.1 As part of a Rand Corporation study, Arthur Wise, Milbrey McLaughlin, Harriet Bernstein, and I searched the country for e􀀛ective evaluation systems and found ourselves rummaging for the proverbial needle in a haystack. We discovered only a very few that o􀀛ered opportunities for teachers to set goals and receive regular, useful feedback, along with systems that could support both learning and timely, e􀀛ective personnel decisions.  \nere were some bright spots, like the then-brand-new Toledo Peer Assessment and Review (PAR) model—a labor-management breakthrough that introduced intensive mentoring and peer evaluation for both novice teachers and struggling veterans, and that ensured serious decisions for tenure and continuation.* Also noteworthy was the Greenwich, Connecticut, model of teacher goal-setting and continuous feedback—which involved teachers in collecting evidence about their practice and student learning long before this was fashionable elsewhere. Although the use of some of these successful models has spread, the broad landscape for teacher evaluation has changed little, and impatience with the results of weak systems has grown.  \nAs my colleagues and I found in our research nearly 30 years ago, and as I experienced as a high schoolteacher some years ago  \npromotion, advanced certi􀀞cation, and dismissa","cbCaijCO3oFPRFHy","https://ap.wps.com/l/cbCaijCO3oFPRFHy","pdf",695223,11,"English","# Teacher evaluation reform and its urgency\n## Limitations of current systems\n## Historical evidence and identified effective models\n## Building a comprehensive improvement system\n## Policy drivers and implementation context","[{\"question\":\"Why is teacher evaluation in the United States considered critical right now?\",\"answer\":\"The article states that teacher evaluation processes are changing across nearly every state and district, and reforms must improve teaching quality without creating new educational problems.\"},{\"question\":\"What main weaknesses does the article identify in existing teacher evaluation systems?\",\"answer\":\"It says current systems rarely help teachers improve or clearly separate those succeeding from those struggling, and they often lack tools that reflect key features of good teaching.\"},{\"question\":\"How does the article propose improving teacher evaluation beyond on-the-job changes?\",\"answer\":\"It argues evaluation must be part of a teaching and learning system that supports continuous improvement, including strong professional development and productive collegial working conditions.\"}]","One Piece of the Whole - Teacher Evaluation as Part of a Comprehensive System for Teaching and Learning | PDF",1792072511,28]