Well, switching our schools to a model of choice, where parents choose where to send their kids, really is a meta-solution beyond test scores. Test scores are used to exemplify kids' behavior because it's easy, it's concrete (in the "what gets measured gets managed" sort of way), but I doubt most parents who flee district schools for charter schools start or end with test scores: instead they consider culture, goals, outcomes, safety. The test scores are used to prove good charter schools can be, and are better than district schools, but they aren't the only measure - just the most compact one to communicate.
There's a more general problem that judging a teacher concretely, fairly, consistently, is damn-near impossible. I don't think there's an easy answer to the question of what an administrator would use in the absence of value-added education (i.e. the application of test scores), but I'll bet the parents act independently of that system, and serve as a check on it.
I'd argue, in an individual case: yes, in aggregate, you're subject to the common thought and culture of the group, which is open to change over time as outcomes present themselves.
There's a more general problem that judging a teacher concretely, fairly, consistently, is damn-near impossible. I don't think there's an easy answer to the question of what an administrator would use in the absence of value-added education (i.e. the application of test scores), but I'll bet the parents act independently of that system, and serve as a check on it.