Formative and Summative Teacher Evaluation in Social Context

Leveraging Standards-Based Observation Rubrics to Build Instructional Capacity using Teacher Evaluation Systems

“…It is helpful here to distinguish between the constructs of effective teaching, or the practices that would best support a specific set of students in a given lesson, and good teaching, or normative views of what practices typically support student learning (Bell & Kane, 2022).…”

“…The knowledge on why, when, and where practices are helpful could increase the contextual sensitivity to some extent, but there are severe limits to the possible contextual sensitivity of observation systems, which are designed to capture good teaching rather than the effective teaching that teachers are focused on. While these two understandings often overlap, they are distinct constructs (Bell et al, 2022). The implication is that observation systems can at best measure if teachers' instruction matches their understanding of good instruction, but they cannot say whether a teacher is providing the effective instruction that students need.…”