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In March this year NUT demands his resignation over a "stream of negative and inaccurate comments" about teacher performances.
Teachers at Stuyvesant High School in Manhattan are threatening to withhold college recommendations from a student because he operated a Web site that allowed students to evaluate teacher performances (news article, June 14).
Admiraal et al. (2011) used video portfolios to assess teacher performances and analyzed the reliability and construct and consequential validity of this instrument.
Therefore, there is a need for a modified balanced scorecard to be used in teacher education agenda tapping how teacher competences and, in turn, teacher performances can be improved through inductions.
Most of the teacher evaluation programs were based on students' achievement scores, and they provide no information about specific teaching practices teachers do, no information for teachers to identify the problems stem from programs, and provide no evidence for teacher performances (Bastian et al. 2016; Henry et al. 2010).
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How do we measure teacher performance?
And tough matters remain, notably on evaluating teacher performance.
Linking student growth and teacher performance could also drive teachers from struggling schools, some teachers say.
The use of student test scores to measure teacher performance has been anathema to many teachers.
The main task is to train better teachers and to link extra spending to teacher performance.
This administration has sided with reformers who want to change that — by measuring teacher performance.
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