For teachers, the professional practice rating will be determined by evidence from observations, a student voice survey, professional growth plans and self - reflection, and district - determined sources weighed against components and
indicators of educator
effectiveness in four domains: planning and preparation,
classroom environment, instruction and professional responsibilities.
But perhaps this problem has never been stated as starkly as in a recent paper examining the distribution
of teacher quality in Washington state: «We demonstrate that in elementary, middle school, and high school
classrooms (both math and reading), every measure
of teacher quality — experience, licensure exam score, and value - added estimates
of effectiveness — is inequitably distributed across every
indicator of student disadvantage — free / reduced lunch status, underrepresented minority, and low prior academic performance.»