"Teacher evaluations are often perfunctory, lack meaningfulness, and have little impact on the quality of teaching," according to Education Week (October 20, 2010). The journal suggests addressing this situation by thinking of teacher evaluation in terms of the four R's:
Rigor — Low standards insult professionals who set high personal standards.
Relevance — If teachers can set goals that matter to them, and can collaborate, the relevance factor goes up.
Relationships — Evaluations require close knowledge of the professional and his or her work. This can't be done from a distance.
Results — There is no reason to fear student-performance data, with the caveat that it be interpreted in the context of cla ssroom realities.
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