Abstract
This article describes a holistic, integrated approach to teacher selection, evaluation and retention, collegial teaching and professional support, resource allocation, teacher professional growth, and teacher and student opportunities to learn within a state and district standards-driven context. A descriptive case study of a recently reformed school district in California is used to describe how teacher evaluation is only one important element of a comprehensive approach to achieving school reform and improvement and excellence and equity in education.
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Snyder, J. The New Haven Unified School District: A Teaching Quality System for Excellence and Equity. Journal of Personnel Evaluation in Education 15, 61–81 (2001). https://doi.org/10.1023/A:1011160403594
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DOI: https://doi.org/10.1023/A:1011160403594