The U.S. Department of Education should support ongoing research to establish the validity and reliability of comprehensive teacher evaluation programs, further examine the efficacy of value added models of teacher evaluation, and support adequate
training and professional development of
evaluators to insure fidelity of implementation of evaluation models found to be effective in
improving teaching and learning.
These roles may include, for example: team leader, who takes responsibility for team and student growth; reach teacher, who takes responsibility for larger - than - average student loads with the help of paraprofessionals; master educator, who develops and leads professional development and learning; peer
evaluator, an accomplished educator who coaches other teachers, assesses teachers» effectiveness, and helps his or her colleagues
improve their skills; and demonstration teacher, who models excellent teaching for teachers in
training.11 According to the Aspen Institute and Leading Educators — a nonprofit organization that partners with schools and districts to promote teacher leadership — teacher leaders can model best practices, observe and coach other teachers, lead teacher teams, and participate in the selection and induction of new teachers.12