While observing over several decades hundreds of teachers instructing, I realized that I was identifying performance patterns identified in experimental empirical research literature of some teachers that lead to their students learning quicker than other students responding to different instructional patterns. The fewer of these instructional patterns teachers used, the slower the students met criteria. Their students learned less quickly. Eventually, an informal system emerged to rate student learning efficiency according to teacher instructional patterns. I used that system informally to rate teachers according to their learning efficiency score. Here's a summary draft of translating this informal rating system into a formal system that others may consider.

A learning efficient rating score (LERS) indicates the level of confidence someone may have in an instruction to yield a learning criterion promptly, directly, and easily. Raters use the Learning Efficiency Scale (LES) to score instruction. This rating is to teaching what a credit rating score is to lending and financing. Both indicate levels of confidence to have in someone’s future performance, based on past performance.

I'll continue this rating system as I add to the Learning Efficiency Scale. Please let me know your thoughts about this effort, and if you want to work with me in developing it.

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