Executive Summary

Teacher Evaluation

A Practical Guide to Designing Comprehensive Teacher Evaluation Systems

A Practical Guide to Designing Comprehensive Teacher Evaluation Systems is a tool designed to assist states and districts in constructing high-quality teacher evaluation systems in an effort to improve teaching and learning. This tool is not a step-by-step guide to devising a teacher evaluation system.  Rather, it is intended to facilitate discussion and promote coherence in the development process.

Senate Bill 1: Indiana Teacher Evaluation Legislation

Senate Bill 1 (SB 1) is the Indiana legislation that enacted teacher evaliation reform. Among other things, SB 1 requires annual teacher evaluations “significantly informed” by student achievement and growth data; conditions teacher tenure on effectiveness; allows districts to dismiss ineffective teachers; prohibits “last in, first out,” teacher layoffs; and limits the extent to which teacher salary increases may be based on seniority or higher education credentials.

 

Bellweather Education Partners rated SB 1 as one of the best pieces of teacher evaluation legislation in the country.

Senate Bill 10-191: Colorado's Teacher Evaluation Legislation

Senate Bill 10-191 changes the way both principals and teachers will be evaluated in Colorado with the ultimate goal of continuously supporting educators' professional growth and, in turn, accelerating student results.

 

Bellweather Education Partners rated Senate Bill 10-191 as one of the best pieces of teacher evaluation legislation in the country.

Using Teacher Evaluation Reform and Professional Development to Support Common Core Assessments

This report discusses efforts to develop and implement Common Core standards and assessments in the 45 states and the District of Columbia that are initiative members, and outlines how past attempts to enact standards-based reform have been impeded by limitations in teacher evaluation. It also draws on the notion of "standard of care," from the field of medicine, to note that advances in the understanding of subject matter, pedagogy, how students learn, and technology call for teachers to continually acquire new knowledge and to refine their instructional practices by participating in comprehensive professional development on a regular basis.

Several new approaches to evaluating teachers hold promise for promoting the type of ongoing teacher learning and changes in instruction that would be associated with a professional standard of care in K-12 teaching.

How Much are Districts Spending to Implement Teacher Evaluation Systems? Case Studies of Hillsborough County Public Schools, Memphis City Schools, and Pittsburgh Public Schools

This report presents case studies of the efforts by three school districts, Hillsborough County Public Schools (HCPS), Memphis City Schools (MCS), and Pittsburgh Public Schools (PPS), to launch, implement, and operate new teacher evaluation systems as part of a larger reform effort called the Partnership Sites to Empower Effective Teaching. The HCPS system evaluates teachers based on a value-added model (VAM) of student achievement and structured classroom observations, while the MCS and PPS systems include surveys of students in addition to the VAM and classroom observation components.

Linking Teacher Evaluation to Professional Development: Focusing on Improving Teaching and Learning

This paper lays out an informal framework for  using evaluation results to target professional growth opportunities for teachers within an aligned system of evaluation, leading to higher  levels of teacher practice and student learning.  It is based on the belief that evidence collected  for teacher accountability can also be used to determine the focus and strategies for  professional growth for all teachers, but  particularly for teachers who are not meeting  expectations in terms of their classroom  performance or their students’ learning. Building  trust and strong relationships among teachers  and between teachers and evaluators is critical  to ensure that teachers can benefit most from  evidence-based conversations, resulting in  successful use of evaluation results for teacher learning.

Ensuring Fair and Reliable Measures of Effective Teaching Culminating Findings from the MET Project’s Three-Year Study

In the final MET project report, the Gates Foundation found that the most reliable way to evaluate teachers is to use a three-pronged approach built on student test scores, classroom observations by multiple reviewers and teacher evaluations from students themselves. The project found that an accurate observation rating for a teacher requires two or more lessons, each scored by a different certified observer.

Recommendations for the Next Generation of Teaching Policy in Texas

This report, Supporting Students, Honoring Teachers: Recommendations for the Next Generation of Teaching Policies in Texas, includes sixty-three recommendations for preparing, recruiting, developing, evaluating, compensating, and retaining the best teachers. Among other things, the report calls for eliminating minimum salary schedules, which determine teachers' pay based on number of years in the classroom, and for developing a more rigorous annual teacher evaluation system that uses multiple measures, including standardized tests, to assess student growth.

Featured Resource

Common Core State Standards

This page provides the complete Common Core State Standards. The Common Core State Standards for Math, English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (“the Standards”) are the culmination of an extended, broad-based effort to fulfill the charge issued by the states to create the next generation of K–12 standards in order to help ensure that all students are college and career ready in literacy no later than the end of high school.

The Federal Government and Teacher Evaluation

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