Much of the work regarding teacher evaluation has focused on developing various inputs such as value-added measurements and observation scoring rubrics, validating the reliability of these inputs and correlating the outcomes of these inputs to effective teaching and student achievement. Test-based measures may identify good teaching but can’t determine which specific practices are responsible for student success. Classroom observation by expert evaluators pinpoint proficiency with a number of teaching competencies and teaching effectiveness rubrics (which evaluators use to develop classroom observation ratings) do provide action steps to build these competencies, but teachers are left to their own devices to sort through the volume of content presented in these rubrics and/or to develop their own plans for changing behaviors. More work needs to be done to find ways to help teachers identify the practices which they see providing the most impact on student achievement and supporting them with the best resources and approaches for building teaching competency skills.
With an understanding of the challenges teachers face as they try to act on effectiveness ratings, new forms of teacher training can be designed. Involving teachers in the design of wholly new competency building activities provides a sense of ownership and agency in the teacher evaluation process.