Selecting Effective Teachers

This paper describes a series of validation studies that was implemented over a period of 5 years to validate a teacher selection system. During the course of these validation studies, some important relationships between measured teacher verbal and quantitative ability and quality of classroom instruction were demonstrated. At the secondary level, a number of strong correlations between teacher verbal and quantitative ability and student standardized test scores were evident. Evidence is also presented relative to the need to validate personnel interview and essay techniques. These relationships are discussed within the context of an overall teacher selection system.