ABSTRACT
This chapter explores what is known about the developmental aims of teacher evaluation. Using teacher evaluation to spur improvements in instruction has appealed to educators and policymakers alike. This chapter begins by laying out a theory of action connecting teacher evaluation with instructional improvement. It then reviews the evidence on whether and how teacher evaluation improves teachers’ practice and elucidates key barriers to using teacher evaluation to improve teachers’ instruction. Drawing on the research, it concludes by suggesting ways that schools and districts might ease these obstacles.
