Teacher and Principal Evaluation Policy
The data and analysis on this page is from 2019. View and download the most recent policy data and analysis on Linking Evaluation to Professional Growth in California from the State of the States 2022: Teacher and Principal Evaluation Policies report.
The state should ensure that teachers receive feedback about their performance and should require professional development to be based on needs identified through teacher evaluations. This goal was reorganized in 2017.
Evaluation Feedback: California requires that teachers receive copies of their evaluations "not later than 30 days before the last school day scheduled on the school calendar." Before the last day of school, a meeting must be held between the teacher and the evaluator to discuss the evaluation.
Professional Development: California does not specify that professional development activities must be aligned with findings from teacher evaluations.
Improvement Plans: California makes optional the placement of teachers with an unsatisfactory rating in a "program designed to improve appropriate areas of performance."
Evaluation Rating Categories: California's evaluation system does not require more than two evaluation rating categories.
California Code 44662; 44663; 44664
Ensure that professional development is aligned with findings from teachers' evaluations.
Professional development that is not informed by evaluation results may be of little value to teachers' professional growth and the aim of increasing their effectiveness in the classroom. California should ensure that districts utilize teacher evaluation results in determining professional development needs and activities.
Ensure that teachers receiving less-than-effective ratings are placed on a professional improvement plan.
Although districts have the option of developing improvement plans for ineffective teachers, California should adopt a policy requiring that teachers who receive even one less-than-effective evaluation rating are placed on structured improvement plans. These plans should focus on performance areas that directly connect to student learning and should identify noted deficiencies, define specific action steps necessary to address these deficiencies and describe how and when progress will be measured.
Utilize rating categories that meaningfully differentiate among various levels of teacher performance.
To ensure that the evaluation instrument accurately differentiates among levels of teacher performance, California should require districts to utilize multiple rating categories, such as highly effective, effective, needs improvement and ineffective. A binary system that merely categorizes teachers as satisfactory or unsatisfactory is inadequate.
California declined to respond to NCTQ's analyses.
7D: Linking Evaluation to Professional Growth
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. 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.
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.
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. More rating categories allow for more nuanced distinctions between levels of teacher performance.