Evaluating teacher effectiveness remains a cornerstone of educational reform and instructional improvement. As educational systems strive to raise student achievement and close equity gaps, the accurate measurement of teacher impact has become increasingly essential yet fraught with complexity. This paper explores the evolution of teacher evaluation methods, from early subjective assessments to modern evidence-based models, and examines the multifaceted challenges that hinder their reliability and fairness. Central concerns include bias, inconsistency in standards, resistance from educators, and the influence of external factors. Recent innovations, such as the Measures of Effective Teaching (MET) project and efforts to integrate student growth data with observation protocols, reflect growing interest in multidimensional and equitable evaluation frameworks. However, the absence of universal standards and the variability of local contexts complicate implementation. Ultimately, the development of reliable, valid, and context-sensitive evaluation systems is crucial for ensuring teacher accountability, enhancing instructional quality, and fostering educational equity. Keywords: Teacher effectiveness, teacher evaluation, educational policy, classroom observation, student achievement, evaluation bias, performance standards, value-added models.
Eve Tibererwa (Tue,) studied this question.