Criteria and methods for evaluating teachers vary substantially across U.S. school districts and at key career milestones—when teachers complete pre-service teacher education, become initially licensed, are considered for tenure, and receive a professional license.
This Stanford Center for Opportunity Policy in Education report by Linda Darling-Hammond argues that a comprehensive system should address these purposes in a coherent way and provide support for supervision and professional learning, identify teachers who need additional assistance and—in some cases—a change of career, and recognize expert teachers who can contribute to the learning of their peers. The report then outlines an integrated approach that connects these goals to a teaching-career continuum and a professional development system that supports effectiveness for all teachers at every stage of their careers.
