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Teacher quality assessment
Teacher quality assessment commonly includes reviews of qualifications, tests of teacher knowledge, observations of practice, and measurements of student learning gains.〔Strong, M. (2011). The highly qualified teacher: What is teacher quality and how do we measure it? New York: Teachers College Press.〕〔Darling-Hammond, L., & Youngs, P. (2004). Defining ‘highly qualified teachers.’ what does scientifically-based research actually tell us? Educational Researcher, 31, 9.〕 Assessments of teacher quality are currently used for policymaking, employment and tenure decisions, teacher evaluations, merit pay awards, and as data to inform the professional growth of teachers.
==Qualifications, credentials, and teacher characteristics==
Teacher qualifications include a range of variables affecting teacher quality, including: type of teaching certification, undergraduate major or minor, undergraduate institution, advanced degree(s) or certifications (such as certification through the National Board for Professional Teaching Standards), type of preparation program (traditional or alternate route), test scores (various subject matter, licensure, or verbal skills tests), and years of teaching experience.〔Goe, L. (2007).(The link between teacher quality and student outcomes: A research synthesis. ) Washington, DC: National Comprehensive Center for Teacher Quality. Retrieved 21 Feb 2013.〕 In many countries, teaching credentials represent the main measure of teacher quality.〔Sclafani, S., & Organisation for Economic Co-operation and Development. (2009). Evaluating and rewarding the quality of teachers: International practices. Paris: OECD.
〕 In the United States, one goal of the No Child Left Behind law is to ensure that all teachers meet state-defined standards of highly qualified teachers. Demographic characteristics such as a teacher's gender, race, ethnicity, or socioeconomic background may also be characterized as elements of teacher quality as variables impacting student outcomes.〔Zumwalt, K., & Craig, E. (2005). Teachers' characteristics: Research on the indicators of quality. In AERA Panel on Research and Teacher Education, M. Cochran-Smith & K. M. Zeichner (Eds.), Studying teacher education: The report of the AERA panel on research and teacher education (pp. 157-260). Mahwah, N.J.〕 These indicators of teacher quality are relatively straightforward to ascertain, as opposed to the student achievement and teacher observation measures described below.
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