Abstract
This study uses a qualitative analysis of ideas and ideological content to investigate what four current teacher evaluation instruments measure. Documents associated with the Massachusetts Framework for Educator Evaluation (MFEE), the Tennessee Educator Acceleration Model (TEAM), IMPACT: The District of Columbia's School Effectiveness Assessment System for School-based Personnel, and the National Board Certification Process in Mathematics (NBCPM) are examined. Each of the instruments is analyzed for what they measure. Then they are examined for how their measurements align with the shared prescriptions of the mathematics education community, which are developed in Chapters 3 and 4. A range of overlap was found between what each evaluation instrument measures and what the mathematics education community recommends, with MFEE aligning with the fewest shared prescriptions and NBCPM aligning with the most. With the exception of the NBCPM, even in the instruments whose measurements closely aligned with those of the mathematics educations community, the majority of the operative goals that were identified were focused in other areas. It is concluded that evaluation could be used more formatively by targeting the content-specific practices that are fruitful for developing students' understanding in mathematics.