“…While this approach may facilitate comparison among teachers, it is not in line with theory and evidence that effective teaching requires the skillful coordination of multiple practices (e.g., Darling-Hammond & Bransford, 2007; Snow, Griffin, & Burns, 2007) and that different teachers may demonstrate different patterns of strengths and weaknesses (e.g., Grossman, Loeb, Cohen, & Wyckoff, 2013). Psychometric research also supports the conclusion that many observational instruments measure multiple dimensions of instructional quality (e.g., Grossman et al 2014; Lazarev & Newman, 2014; Savitsky & McCaffrey, 2014), suggesting that teachers’ practices are not well described in terms of a single construct.…”