Teacher evaluation systems need to utilize more coherent professional standards and include bona fide assessments of classroom practice and student work, according to a new report by a group of distinguished teachers in California.

In The Hardest Questions Aren't on the Test, Linda F. Nathan argues that the key to a school’s success lies in directly investigating and addressing the often difficult questions that students and school communities face.

Teachers have different ideas than education policymakers on how instructional effectiveness should be measured, according to a national survey.