Teacher qualifications include a range of variables affecting teacher quality, including type of teaching certification, undergraduate major or minor, undergraduate institution, advanced degrees or certifications (such as certification through the National Board for Professional Teaching Standards and Centre for Teacher Accreditation (CENTA), type of preparation program (traditional or alternate route), test scores (various subject matter, licensure, or verbal skills tests), and years of teaching experience.
Most extant research on teacher quality pertains to observable attributes, preparation, and credentials (Goldhaber, 2002; McCaffrey et al., 2003; Neild and Ripple, 2008).
Probably the most widely studied attributes are experience and education levels, in part because the data can be readily obtained because of their use in salary placement (Goldhaber, 2002).
Recently, a type of analysis of this growth termed "value-added modeling," following the 1971 approach of Eric Hanushek.
[13] and the collection of assessments required by teachers seeking certification from the National Board for Professional Teaching Standards.
[14] Research by Hanushek, Kain, O'Brien, and Rivkin (2005), Kane et al. (2006), and Rockoff (2004) suggests that teacher effectiveness grows in the initial four or five years in the classroom and then begins to level off.
[15] After the 1980s, teacher evaluations were measured based on increased professional development, accountability, and school improvement.
On the other hand, the VAM approach uses students' test score gains to reflect teachers' effectiveness.
[21] However, it said that VAM measures are retroactively effective due to teacher practices that influence learning of students.
The first step is an Objective Test which is based on the subject chosen, classroom practice, logical ability, communication etc.