From the Teacher Performance Assessment Consortium Website:
"One of the few areas of real consensus among education policy makers, practitioners and the general public today is that improving teacher quality is the most direct and promising strategy for improving public education outcomes in the United States--particularly critical for groups of children who have historically been taught by the least qualified teachers. Existing state and federal policies for defining and measuring teacher quality rely almost exclusively on standardized tests of basic academic skills and disciplinary subject matter knowledge. While academic competence is obviously an important teacher quality, these assessments have been shown to have limited value in predicting teacher effectiveness in the classroom (Mitchell, et al, 2001). Any serious and systematic effort to improve the quality of teachers entering or already practicing in our nation’s schools must include development of a reliable and valid measure of how well they perform in the classroom."
For more information on the Teacher Performance Assessment Consortium, please go to: http://aacte.org/index.php?/Programs/Teacher-Performance-Assessment-Consortium-TPAC/teacher-performance-assessment-consortium.html