Key takeaways
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Teacher evaluation systems should be continuous cycles that provide educators with actionable feedback. Reliance on a singular yearly observation will not move the needle on teacher growth.
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An evaluation process will be successful when it is a collaborative effort between teachers and school leaders. Teachers should be equal partners in the process to increase engagement and positive outcomes.
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To ensure success, there should be a high correlation between teacher evaluations, professional learning, and identified school improvement goals. Continuity between stated expectations and the evaluation process is necessary.
Research over the last two decades has found that access to a quality teacher is one of the most important indicators for student success. One meta-analysis of recent studies found that can account for increases of nearly 10% in student achievement. Over a 12-year span in primary and secondary education, being taught by an effective teacher will greatly increase students’ chances of success.Ìý
To support teacher effectiveness and growth, educators should engage in a robust, ongoing professional learning community. An integral pairing with professional learning is a productive teacher evaluation process. When implemented within a healthy school culture, evaluations can improve instructional practices and increase teacher confidence.
What are teacher evaluations?
Teacher evaluations are the steps taken within a formal process to assess a teacher’s skills and abilities. The elements within an evaluation vary, but they usually focus on a teacher’s pedagogical knowledge, classroom practices, communication, professionalism, and ability to maintain a safe learning environment. The ultimate purpose of any evaluation is to improve classroom instruction. This is not possible if the entire process is one annual observation with limited feedback. Teacher evaluations should be a complete system built to work in tandem with professional development within a school culture of trust.Ìý
Similar to an evaluation in any line of work, a teacher evaluation includes an observation(s) of a teacher by a school leader with a formal outcome. In some cases, the outcome is numerical or a categorical label (i.e., 1-4 or Emerging-Proficient-Distinguished). Effective systems will rely on multiple points of data, which might include classroom observations, participation on leadership teams, collaboration with colleagues, or adherence to professional ethics. A school leader will share the process with a teacher, ensure the required elements are completed, and provide feedback to finalize the evaluation. There is a wide range of evaluation systems within the United States, and each has its own level of effectiveness.
How have teachers historically been evaluated?
Decision-making regarding teacher evaluation systems historically fell to each state, and as such, there were wide-ranging practices. Unfortunately, the majority of these practices included evaluations based on as little as one classroom observation or one teacher meeting at the end of the school year. Teachers might have been asked to produce documentation of their instructional practices; however, there was no focus on the impact of these practices on student learning.Ìý
In the late 20th century, falling test scores prompted the federal government to increase its presence through the No Child Left Behind Act of 2001 and later the Race to the Top initiative (2009). Concerns about declining test scores among international students prompted the government to tie evaluation systems to numerical student results. Whereas in the past a teacher evaluation focused on the individual educator, the new systems expanded to include components measured using specific data (e.g., standardized test scores).Ìý
For nearly 15 years, state systems were influenced by these laws and financial incentives from Washington D.C. The results were underwhelming, as it became clear that emphasizing numerical student outcomes could reflect which students are in a class rather than teacher practices. For example, if the same teacher was evaluated on standardized reading scores in a class serving English language learners compared to a classroom of native English speakers, the students’ scores could be drastically different, even though the teacher was the same. Almost immediately, lawsuits were filed by educators around the country over the fair application of these measures in the teacher evaluation process.Ìý
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The Every Child Succeeds Act (2015) shifted the emphasis from student outcomes to teacher pedagogy and skills. This act also shifted full control of teacher evaluation processes back to the states. To avoid a return to evaluations that rely on a single observation or meeting, it was recommended that new teacher evaluation systems draw on a variety of data sources, including classroom observations, coaching cycles, student growth measures, and teacher-designed professional learning goals.
How are teachers evaluated to support growth?
As each state has developed its own teacher evaluation system over the last decade, there have been strides toward expanding processes to include multiple measures of teacher and student performance. Emphasis has been placed on considering teacher evaluations in teacher recruitment, development, and retention. To support this mindset shift, teachers and school leaders will need to take a positive view regarding the possibility of collaboration. When evaluations are perfunctory, biased,Ìý or one-sided, teachers can become disillusioned with the process.Ìý
To combat negative stigmas, school leaders should take measures to ensure that visibility and presence in classrooms are parts of the school culture. A dedication to a complete teacher evaluation system will take time and resources. It is critical that leaders invest in the process to demonstrate their commitment to teachers and professional growth. School leaders should block time in their schedule to walk the hallways and visit classrooms informally before any official evaluation steps occur. Teachers will need to acclimate to an environment where adult visitors in their classroom are the norm. Easing the pressure associated with observations and feedback is the foundation needed for later success.Ìý
Another necessary step will be clarity within school expectations and evaluation processes. At the district and individual school levels, leaders will need to ensure alignment exists between the stated goals, the evaluation system, and the associated measurement criteria.Ìý It would be a mistake to set goals related to classroom engagement without an element of the evaluation process that speaks to this skill set. Teachers will need clear markers for measurement and success.Ìý
Within the evaluation process, all parties need to adopt a self-reflective attitude. Feedback from observations and ongoing data collection will provide the basis for conversations about all aspects of teaching and leading. With an understanding of shared goals, a dedication to open communication, a clear evaluation system, and associated professional learning opportunities, schools can make great gains in student understanding.
5 Tips for Making Teacher Evaluations More Effective
1. Make it a Collaborative Process
All staff members should be included in an evaluation system. Regardless of the title or role, the adults in a school building are there to improve the lives of children. It is important to honor their work by recognizing their strengths as well as areas for improvement. Provide teachers and support staff with a voice in all steps of the process.Ìý
2. An Evaluation System is a Continuous Process
Any new plans or modifications to an existing evaluation system should include multiple components throughout the school year. There should be classroom observations, formal evaluation reports, informal conversations, and official conferences. Teachers should be given multiple opportunities to demonstrate their skills and to discuss goals and feedback with their evaluators.Ìý
3. The Evaluation Process Should Be Supported with Actionable Feedback
Leaders should identify a variety of methods to assess teachers’ skills and areas for growth. With these areas in mind, leaders can share feedback in written and verbal formats. It is imperative that feedback be actionable and include specific details for skill development.
4. Provide Teacher Access to Coaching, Mentors, and Pedagogical Experts
Educators will be expected to use feedback to improve their instructional practices. To support this growth, teachers should have access to human resources as part of their professional learning opportunities. In some schools, this could include content area specialists or instructional coaches. However, all schools have access to effective teachers within their building. Leaders should consider how to tap into supporting teacher leaders.
5. Integration of Professional Learning and Shared Goals into the Evaluation Process
Each school district and individual school should have a clear understanding of the shared goals for a year or a multi-year period. With the goals in mind, feedback from evaluations can be paired with meaningful and timely professional learning. For example, if a school has set a literacy goal based on Lexile levels, any classroom observations should focus on teachers’ practices that support this goal. Then feedback provided at follow-up conversations and conferences can hone a teacher’s understanding for growth. Finally, professional learning should be created in response to real-time needs.Ìý
The most effective teacher evaluation system will be one that fits within a school culture dedicated to collaboration. Teachers and leaders working together on school and professional goals will inevitably lead to student growth. Leaders should consider the full picture when implementing observations and evaluations to ensure their integration into the school environment.Ìý
