«Ministers will need to address the need for better strategic oversight and leverage in the system to ensure it operates in the public interest, is democratically accountable, encourages and promotes
genuine teacher autonomy, secures entitlement for all learners and achieves an end to the postcode lottery in education.»
Accordingly, «VAMs may have a modest place in
teacher evaluation systems, but only as an adjunct to other information [and] used in a context where
teachers and principals have
genuine autonomy in their decisions about using and interpreting
teacher effectiveness estimates [i.e. VAM output] in local contexts» (Haertel, 2013, p. 25).