id	author	title	date	pages	extension	mime	words	sentence	flesch	summary	cache	txt
epaa-5443	Amrein-Beardsley, Audrey	Policies and practices of promise in teacher evaluation: The introduction to the special issue	2020	16	.pdf	application/pdf	8125	281	30	Correspondingly, they integrate frameworks of self-determination theory (SDT; see, for example, Ford, 2018, Ryan & Brown, 2005) and Stronge’s Improvement-Oriented Model for Performance Evaluation (Stronge, 1995) to critically examine teacher evaluation policy in Hawaii and Washington, DC, two distinctly different approaches to teacher evaluation, to identify a set of policy recommendations for improving the design and implementation of teacher evaluation policies moving forward. In addition, states now have more freedom to implement teacher evaluation systems that might involve other evaluation indicators and measures (e.g., student surveys), might serve more formative (i.e., developmental) versus summative (i.e., outcomes-based) ends, and might permit more innovation, for example, when developing new or working to improve longstanding evaluation measures (i.e., observational systems) formerly dismissed as being (too) subjective (see, for example, Weisberg, Sexton, Mulhern, & Keeling, 2009; see also Kraft & Gilmour, 2017).	cache/epaa-5443.pdf	txt/epaa-5443.txt