Innovate and Continuously Improve the Evaluation System
Policymakers should prepare educators and other key stakeholders for challenges and difficulties in the beginning.
Building a Quality Evaluation Program
A new evaluation system will not be 100 percent perfect in the first year or even in the first several years. To date, no state has revamped its evaluation policies in such a complete and complex a way. As states move forward, they should not be afraid to update their evaluation systems throughout implementation and continue collecting feedback from the field.
State policymakers should be transparent about what will change and how it will improve the system for educators. They should also prepare educators and other key stakeholders for challenges and difficulties in the beginning. Evaluation programs will likely need to undergo significant changes and improvements particularly in the beginning to build an effective system. It is a long-term investment. States should continue to emphasize how input from teachers and other key stakeholders can continue, and that input is strongly encouraged.
1. What feedback mechanisms exist to get input from classroom teachers about the evaluation after the evaluation program is launched?
2. How often will feedback be collected?
3. What is done with the feedback to ensure it is used to make improvements?
4. What type of educator working groups will be tasked with identifying issues in the evaluation program and making improvements?
5. How will changes be communicated so educators aren’t working with outdated information?
6. What are the most important aspects of the evaluation system -- such as the professional development models, assessment quality, educator feedback loops, etc. -- and how will policymakers make improvements to each after every evaluation cycle?