Do states require districts to provide formal, substantive feedback to teachers?
Yes. State requires that teachers receive formal, substantive feedback. : AR, AZ, CA, CO, CT, DE, FL, GA, HI, IL, IN, KS, KY, LA, MA, ME, MI, MO, MS, NC, ND, NJ, NM, NY, OK, OR, RI, SC, SD, TN, TX, UT, VA, WA, WI, WV
No. State does not require formal, substantive feedback; however, teachers receive copies of their evaluations.: AK, ID, MD, NV, OH, PA, WY
No. State does not require formal, substantive feedback.: AL, DC, IA, MN, MT, NE, NH, VT
Do states require teachers with less-than-effective ratings to be placed on improvement plans?
Yes: AK, AZ, CO, CT, DE, FL, GA, HI, IA, ID, IL, IN, LA, MA, MD, ME, MI, MN, MO, MS, NC, NE, NJ, NM, NY, OH, OK, OR, PA, RI, SC, UT, VA, WA, WV
No : AL, AR, CA, DC, KS, KY, MT, ND, NH, NV, SD, TN, TX, VT, WI, WY
Footnotes
AZ: Does not require improvement plans for all less-than-effective teachers; just those in the lowest rating category.
FL: Does not require improvement plans for all less-than-effective teachers; just those in the lowest rating category.
IL: Does not require improvement plans for all less-than-effective teachers; just those in the lowest rating category.
ME: Does not require improvement plans for all less-than-effective teachers; just those in the lowest rating category.
MS: Does not require improvement plans for all less-than-effective teachers; just those in the lowest rating category.
NM: Does not require improvement plans for all less-than-effective teachers; just those in the lowest rating category.
SD: South Dakota requires improvement plans only for teachers rated unsatisfactory who have been teaching for four years or more.
Do states require that teacher evaluations inform teachers’ professional development?
Yes. State requires that evaluations inform professional development for all teachers.: AR, AZ, CO, CT, DE, FL, GA, HI, IA, KY, LA, MA, ME, MI, MN, MS, NC, ND, NJ, NM, NY, OH, OR, RI, SC, SD, TN, VA, WV, WY
Partially. State requires that evaluations inform professional development for teachers who earn unsatisfactory evaluation ratings. : IL, IN, TX
No. State does not require that evaluations inform professional development.: AK, AL, CA, DC, ID, KS, MD, MO, MT, NE, NH, NV, OK, PA, UT, VT, WA, WI
How many evaluation rating categories do states’ systems require?
Less than three or unspecified: AL, CA, DC, MT, NE, NH, VT, WI
Three : ID, KS, MD, MN, MO, SD
Four : AK, AR, AZ, CO, CT, DE, FL, GA, HI, IA, IL, IN, KY, LA, MA, ME, MI, MS, ND, NJ, NV, NY, OH, OR, PA, RI, SC, UT, VA, WA, WV, WY
Footnotes
MO: "Multiple" rating categories are required.
WI: None; reports a teacher's practice and student outcomes scores on a graph, with the axes representing these two scores.
Updated: December 2017
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7D: Linking Evaluation to Professional Growth
- System Feedback: The state should require that evaluation systems provide teachers with adequate feedback about their performance.
- Improvement Plans: The state should require that all teachers who are rated as ineffective, unsatisfactory, needs improvement or its equivalent must be placed on a performance improvement plan.
- Aligned Professional Development: The state should require districts to align professional development content with the findings from teachers' evaluations.
- Rating Categories: The state should require that evaluation instruments differentiate among various levels of teacher performance beyond a binary system. A system that merely categorizes teachers as satisfactory or unsatisfactory is inadequate.
One-quarter of the total goal score is earned based on the following:
- One-quarter credit: The state will earn one-quarter of a point if the state evaluation system provides teachers with adequate feedback about their performance.
One-quarter of the total goal score is earned based on the following:
- One-quarter credit: The state will earn one-quarter of a point if it requires that all teachers who are rated ineffective, unsatisfactory, needs improvement or its equivalent are placed on a performance improvement plan.
One-quarter of the total goal score is earned based on the following:
- One-quarter credit: The state will earn one-quarter of a point if it directs districts to align professional development activities with findings from teachers' evaluations.
One-quarter of the total goal score is earned based on the following:
- One-quarter credit: The state will earn one-quarter of a point if its evaluation system requires at least three rating categories.
Research rationale
Professional development should be connected to needs identified through teacher evaluations. The goal of teacher evaluation systems should be not just to identify highly effective teachers and those who underperform but to help all teachers improve. Even highly effective teachers may have areas where they can continue to grow and develop their knowledge and skills.[1] Rigorous evaluations should provide actionable feedback on teachers' strengths and weaknesses that can form the basis of professional development activities. Too often professional development is random rather than targeted to the identified needs of individual teachers. Failure to make the connection between evaluations and professional development squanders the likelihood that professional development will be meaningful.[2]
Many states are only explicit about tying professional development plans to evaluation results if the evaluation results are bad. Good evaluations with meaningful feedback should be useful to all teachers, and if done right should help design professional development plans for all teachers—not just those who receive poor ratings.[3]
To further increase the utility and validity of evaluation systems, states should require that evaluation instruments differentiate among various levels of teacher performance rather than only giving binary satisfactory/unsatisfactory ratings. Binary rating systems often offer little meaning because virtually all teachers receive satisfactory ratings.[4] More rating categories allow for more nuanced distinctions between levels of teacher performance.
[1] For evidence of the benefits of feedback from evaluation systems, and the potential for professional development surrounding that feedback, see: Kane, T. J., Wooten, A. L., Taylor, E. S., & Tyler, J. H. (2011). Evaluating teacher effectiveness. Education Next, 11(3). Retrieved from http://educationnext.org/files/ednext_20113_research_kane.pdf; Taylor, E. S., & Tyler, J. H. (2011). The effect of evaluation on performance: Evidence from longitudinal student achievement data of mid-career teachers (No. w16877). National Bureau of Economic Research. Retrieved from http://www.nber.org/papers/w16877
[2] Much professional development, particularly those that are not aligned to specific feedback from teacher evaluations, has been found to be ineffective. For evidence see: Garet, M. S., Wayne, A. J., Stancavage, F., Taylor, J., Eaton, M., Walters, K., ... & Sepanik, S. (2011). Middle school mathematics professional development impact study: Findings after the second year of implementation (NCEE 2011-4024). National Center for Education Evaluation and Regional Assistance. Retrieved from http://ies.ed.gov/ncee/pubs/20114024/pdf/20114024.pdf
[3] For additional evidence regarding best practices for professional development, see: Neville, K. S., & Robinson, C. J. (2003). The delivery, financing, and assessment of professional development in education: Pre-service preparation and in-service training. Retrieved from http://eric.ed.gov/?id=ED482979
[4] Weisberg, D., Sexton, S., Mulhern, J., Keeling, D., Schunck, J., Palcisco, A., & Morgan, K. (2009). The widget effect: Our national failure to acknowledge and act on differences in teacher effectiveness. New Teacher Project. Retrieved from
http://files.eric.ed.gov/fulltext/ED515656.pdf