IntroductionEffective teacher evaluation is an ongoing topic in education. The perfect formula remains elusive for America's public schools. By focusing on teaching quality, new trends in teacher evaluation are designed to be catalysts for teacher and school improvement (Toch, 2008). Ultimately, the goal is to improve student outcomes. Toch (2008) argues that there are many promising evaluation models, which demonstrate that it is possible to evaluate teachers in much more productive ways. Although the approach is different, Murphy, MacLaren, and Flynn (2009) agree that determining what constitutes effective teaching is a very complex activity and important for developing operational assessment tools to achieve growth and development. Models for improving teachingAccording to Toch (2008), the Teacher Advancement Program (TAP) is an excellent model because it includes: (a) explicit standards; (b) several measures; and (c) teamwork. TAP uses standards to evaluate teachers based on the Danielson Model, which divides teaching into four broad categories (planning and preparation, classroom environment, teaching, and job responsibilities). TAP also uses rubrics created by Danielson for raters. These rubrics identify teachers as: (a) unsatisfactory; (b) basic; (c) competent; and (d) distinguished in each skill category. Additionally, TAP targets frequency of in-class questions and higher-level thinking skills. Teachers in TAP schools do not benefit from the traditional one-off observation once a year. Rather, they are evaluated by several measures. Lesson plans, teaching materials and student work are all assessed. In schools using TAP, teachers are evaluated......mid-test......ive-bys or evaluations based on test scores (Toch, 2008). Creating peer teams reduces costs in time and money for building administrators, while promoting a positive school culture and fostering collaboration and feedback in a safe setting (p. 36). Teamwork is essential. Striving to improve teaching is crucial. Devoting yourself to strong relationships, collegiality, and assessments designed to include formative assessment aimed at producing distinguished summative outcomes will improve teaching and, subsequently, teacher evaluations – or vice versa. Works Cited Murphy, T., MacLaren, I. and Flynn, S. (2009). Towards a summative system for evaluating the quality of teaching in higher education. International Journal of Teaching and Learning in Higher Education, 20(2), 226-236. Toch, T. (2008). Correction of teacher evaluation. Educational leadership, 66(2), 32-37.