Precipitated by research linking economic and societal declines in the United States to the relationship between teacher effectiveness and student outcomes, this study seeks to understand why teacher effectiveness remains a current issue. Research related to best practices in education maintains that learning is a cyclical process that begins with an experience. During the experience, a teacher introduces new information to a learner. An assessment of knowledge then follows this introduction. The assessment provides the learner with an opportunity to demonstrate their understanding. The teacher then uses the assessment completed by the learner to evaluate their level of understanding. If the learner demonstrates adequate progress, the cycle begins again with a new experience. The teacher uses strategies or interventions to stimulate understanding if the learner does not demonstrate adequate progress. After a successful intervention, the learning cycle continues by introducing a new experience. When teachers use the learning cycle to frame instructional practices, students learn.
Correspondingly, evaluators of curriculum and instruction use a process similar to the learning cycle when monitoring and evaluating teacher performance. However, teacher ineffectiveness persists, which draws attention to those responsible for supporting teachers; evaluators of curriculum and instruction. This study aims to assess evaluators’ capacity to monitor and support teaching and learning by analyzing demonstrations as documents used to monitor, support, and evaluate. The study’s outcomes will corroborate and validate the plentiful research on equity in education while offering a unique perspective; aimed at evaluators, advocating for the equitable distribution of accountability, evaluation, and monitoring amongst the practitioners and evaluators of curriculum and instruction.
