Given that under fifty percent of teachers nationwide can be evaluated solely on high-stakes student test scores, the alternative is employing a system based upon classroom observations and multiple artifacts from various sources. The question is whether practice-based evaluation systems can yield a teacher performance rating predictive of the ability of the individual to improve student learning. This study will examine the efficacy of the Stronge Teacher Effectives Evaluation System (TEPES) in identifying highly effective teachers with respect to their impact on student academic growth and on curriculum, instruction, and assessment practices.

(2) Marzano's Effective Supervision: Supporting the Art and Science of Teaching delineates four domains with specific elements dealing with classroom strategies and behaviors; planning and preparation; reflecting on teaching; and, collegiality and professionalism. (Marzano, Frontier,  & Livingston, 2011).

(3) Danielson's 2013 Edition of Framework for Teaching retains the original model's four domains of planning and preparation, the environment, delivery of service (instruction), and professional responsibilities. Content-specific examples and minor revisions to the language of selected subcomponents have been added to the generic framework to better align with the implications of the Common Core Standards in the areas of curriculum and assessment (Danielson, 2013).

Student achievement for non-tested grades and subjects is defined as any "alternative measures of student learning and performance, such as student scores on pre-tests and end-of-course tests; student performance on English language proficiency assessments; and other measures of student achievement that are rigorous and comparable across schools." (71820 Federal Register Vol. 79, No. 232)

Student growth is defined as "the change in student achievement for an individual student between two or more points in time. An applicant may also include other measures that are rigorous and comparable across classrooms." (71820 Federal Register Vol. 79, No. 232)

Highly effective teacher means "a teacher whose students achieve high rates ... of student growth .. [which  may include supplementary measures such as] multiple observation-based assessments of teacher performance or evidence of leadership roles (which may include mentoring or leading professional development learning communities) that increase effectiveness of other teachers in the school or local educational agency." (53823 Federal Register Vol. 77, No. 171)

The implementation of a reliable research-based teacher evaluation system is critical given the increasing demands placed upon local district officials to allocate limited resources to administer multiple high-stakes tests and to provide ongoing professional development to teachers. Without a specific definition of teacher effectiveness and a means to measurebly differentiate the qualities of practicioners, little progress can be made in improving student learning.