Frequency of Evaluations: Arizona
Identifying Effective Teachers Policy
Analysis of Arizona's policies
All teachers in Arizona are evaluated annually.
Teachers must be observed at least twice a year, and observation must be a complete and uninterrupted lesson. First and last observations must be separated by at least 60 calendar days, with written observation results provided within 10 business days.
However, the board may waive the second observation for a tenured teacher whose performance on the first observation places him or her in one of the two highest-performance classifications. That teacher may request a second observation.
Recommendations for Arizona
Base evaluations on multiple observations.
To guarantee that annual evaluations are based on an adequate collection of information, Arizona should require multiple observations for all teachers. While it may be practical to reduce the number of observations for the highest-performing teachers, Arizona's requirement permits teachers with just an effective rating to have only one observation, denying these teachers feedback that can help them grow and excel.
Ensure that new teachers are observed and receive feedback early in the school year.
It is critical that schools and districts closely monitor the performance of new teachers. Arizona should ensure that its new teachers get the support they need, and that supervisors know early on which new teachers may be struggling or at risk for unacceptable levels of performance. As evaluation instruments become more data driven, it may not be feasible to issue a formal evaluation rating until applicable student data are available later in the year.
State response to our analysis
Arizona responded that it does not have tenure but rather continuing and noncontinuing teachers. All noncontinuing (beginning) teachers are required to be observed twice per year, 60 calendar days apart, which ensures feedback early in the school year.
Last word
To ensure feedback early in the school year for new teachers, Arizona should articulate a deadline date for the first observation, rather than just require 60 calendar days between the two observations.
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Delivering Well Prepared Teachers
- Admission into Teacher Preparation
- Elementary Teacher Preparation
- Elementary Teacher Preparation in Reading Instruction
- Elementary Teacher Preparation in Mathematics
- Early Childhood
- Middle School Teacher Preparation
- Secondary Teacher Preparation
- Secondary Teacher Preparation in Science and Social Studies
- Special Education Teacher Preparation
- Special Education Preparation in Reading
- Assessing Professional Knowledge
- Student Teaching
- Teacher Preparation Program Accountability
Expanding the Pool of Teachers
Identifying Effective Teachers
- State Data Systems
- Evaluation of Effectiveness
- Frequency of Evaluations
- Tenure
- Licensure Advancement
- Equitable Distribution
Retaining Effective Teachers
Exiting Ineffective Teachers
Pensions
Research rationale
Annual evaluations
are standard practice in most professional jobs.
Although there has been much progress on this front
recently, about half of the states still do not mandate annual evaluations of
teachers who have reached permanent or tenured status. The lack of regular
evaluations is unique to the teaching profession and does little to advance the
notion that teachers are professionals.
Further, teacher evaluations are too often treated as mere
formalities rather than as important tools for rewarding good teachers, helping
average teachers improve and holding weak teachers accountable for poor
performance. State policy should reflect the importance of evaluations so that
teachers and principals alike take their consequences seriously.
Evaluations are
especially important for new teachers.
Individuals new to a profession frequently have reduced
responsibilities coupled with increased oversight. As competencies are
demonstrated, new responsibilities are added and supervision decreases. Such is
seldom the case for new teachers, who generally have the same classroom
responsibilities as veteran teachers, including responsibility for the academic
progress of their students, but may receive limited feedback on their
performance. In the absence of good metrics for determining who will be an
effective teacher before he or she begins to teach, it is critical that schools
and districts closely monitor the performance of new teachers.
The state should specifically require that districts observe
new teachers early in the school year. This policy would help ensure that new
teachers get the support they need early and that supervisors know from the
beginning of the school year which new teachers (and which students) may be at
risk. Subsequent observations provide important data about the teacher's
ability to improve. Data from evaluations from the teacher's early years of
teaching can then be used as part of the performance-based evidence to make a
decision about tenure.
Frequency of Evaluations: Supporting Research
For
the frequency of evaluations in government and private industry, see survey
results from Hudson Employment Index's report: "Pay and Performance in
America: 2005 Compensation and Benefits Report" Hudson Group (2005).
For
research emphasizing the importance of evaluation and observations for new
teachers in predicting future success and providing support for teachers see,
D. Staiger and J. Rockoff, "Searching for Effective Teachers with Imperfect Information." Journal of Economic Perspectives. Volume 24, No. 3, Summer 2010, pp. 97-118.