Observation is one of the precursor methods used in evaluation. One of the advantages of observation is various models supporting it such as Framework for Teaching as well as the Classroom Assessment Scoring System (Youngs, 2013). The model expects the observers to provide detailed reports organized around standards and rubrics. Consequently, these observations are based on evidence eliminating subjective judgments. Moreover, there are various models that advocate evaluation around different areas. The Framework for Teaching, for example, facilitates evaluation around four core areas (Youngs, 2013).This method has some weakness including the fact that the observation promotes bias as the observation is over a relatively limited time compared to the time the teacher spends with the students (Murphy, 2013).Consequently, while they promote efficient for districts, the observation does not promote individual teachers’ pedagogic content knowledge.

The student’s survey is another method of the teacher’s evaluation. Its advantages include an effective method of measuring and promoting the teacher’s educational content knowledge coherent with the common core standard and the assessment (Youngs, 2013). The reason for this is that the commonly used model, the Tripod Survey, uses standard straightforward questions for the students which seek to clarify how teachers address issues in class. Moreover, this method can be used with others such as survey to give better results. Its disadvantages include the fact that it is difficult to administer the tests of students uniformly which reduce their effectiveness and promote a bias (Murphy, 2013). Additionally, the method poses sampling issues since the tests get implemented to a sample of the students particularly to children in lower grades and those with special needs. Therefore, it promotes a bias.

Value-added models also evaluate teachers. The models use statistics to gauge a teacher's contribution to a student's achievements over time (Wei, Hembry, Murphy, & McBride, 2012). Their strong points include that they are designed to account for other factors such as family's role in the achievement making them accurate. Additionally, when used with other methods such as a survey and an observation they increase the accuracy of the evaluation process. Their weakness include the fact that the value-added score for teachers is not constant. Consequently, rather than consider the score for two years, the models should use an average over a couple of years. Additionally, the assignment of teachers to students undergoes some influence from non-observable factors which the models fail to consider. Furthermore, the models ignore untested subjects and grades.

Evaluators also use Teacher Performance Assessment. This model involves a sequence of content-specific valuations for educators at different levels (Youngs, 2013). One of its advantages is that it is applicable to both experienced and new teaching candidates. Additionally, the assessment assesses teachers in multiple competency areas to identify expert teachers, which influences certification and improves the motivation of the teachers to achieve better results. Moreover, TPA for teaching candidates improves the effectiveness of teachers (Youngs, 2013). Nonetheless, TPA models are not easily implementable because they require time and work . Additionally, the teacher performance assessment methods compared to the other methods of evaluation provide the least information on the teacher’s performance over the course of the year.

Teachers’ assessment is crucial in evaluating teacher’s performance. Over the years there are new methods that promote accurate assessment. However, these methods have advantages and disadvantages that necessitate the use of more than one method for improved accuracy.