ABSTRACT
Learning to teach is a lifelong endeavor, and it is the hope that teachers improve their classroom practices with guided feedback and accurate accounts about their practices both in and out of the classroom. Although teacher evaluation is examined in Chapter 3 , there is a direct connection between the classroom and teacher performance, and “the real power in performance-based evaluations lies in using teacher ratings to recognize and encourage effective instruction as well as prepare and value highly effective teachers” (Doherty & Jacobs, 2015, p. v).
