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A Standards-Based Approach To Improving Teaching: Teacher Performance Assessment Consortium



Karen Balmer, Executive Director, Minnesota Board of Teaching
Mariana Haynes, Senior Fellow, Alliance for Excellent Education
Peter McWalters, Consultant, Education Workforce, Council of Chief State School Officers
Ray Pecheone, Director, School Redesign Network, Stanford University
Charles Peck, Director of Teacher Education, University of Washington
Sharon Robinson, President and Chief Executive Officer, American Association of Colleges for Teacher Education
Marcy Singer-Gabella, Professor of the Practice of Education, Vanderbilt University
Jennifer Wallace, Executive Director, Washington State Professional Education Standards Board

On February 8, the Alliance for Excellent Education and the American Association of Colleges for Teacher Education cohosted a discussion about the initiative launched by the Teacher Performance Assessment Consortium that holds promise for shaping a common vision of skilled teaching commensurate with the national goal of preparing all students for college and careers. Twenty states have joined the American Association of Colleges for Teacher Education, the Council of Chief State Schools Officers, and Stanford University to create a common teacher performance assessment that can be used to make preparation and licensing performance based. The event highlighted the pilot underway and the implications for policies to improve the quality, consistency, and coherence of teaching nationwide.

Although teacher quality is recognized as one of the most powerful factors in student learning, schooling in the United States relies on teacher licensure systems that value academic degrees, years of experience, and paper and pencil exams over demonstrations of effectiveness. A new policy brief from the Alliance, released February 8 during this event, calls for practical set of standards and assessments to measure the quality of teacher performance.

“Transforming High Schools: Performance Systems for Powerful Teaching” recommends providing teachers with the quality education and ongoing training needed to greatly improve student outcomes. The brief proposes changes to the Elementary and Secondary Education Act, currently known as No Child Left Behind, which would elevate the teaching profession, support robust performance assessments to reliably measure teacher competency, and encourage feedback systems to help teachers continually improve their craft.


Transforming High Schools: Performance Systems for Powerful Teaching” (an Alliance policy brief)

February 8 press release

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