Teacher and Principal Evaluation Policy
The state should require instructional effectiveness to be the determinative criterion of any teacher evaluation. The bar for this goal was raised in 2017.
Impact of Student Growth: Colorado requires that, for all teachers, objective evidence of student growth count for 50 percent of its teacher evaluation rating for all teachers. Measures of student growth must include the following: 1) a measure of individually attributed student academic growth; 2) a measure of collectively attributed student academic growth; 3) statewide summative assessment results, when available, and for subjects with annual statewide summative assessment results from two consecutive grades; and 4) results from the Colorado Growth Model. Additional measures may also be used.
Colorado does not require that teachers meet student growth goals or be rated at least effective at increasing student growth to be rated overall effective. The state's model evaluation system provides a scoring matrix in which a teacher could earn only a one for student growth (which is a less-than-expected amount of student growth) and still be rated overall highly effective, if he or she earns a top score for professional practice. Further, a teacher could earn a zero for student growth (which is a much-less-than-expected amount of student growth) and still earn an overall rating of effective.
State's Role in Evaluation System: Colorado districts may adopt the Model Evaluation System or develop their own system as long as it meets or exceeds the state's rules.
Rules http://www.cde.state.co.us/sites/default/files/documents/educatoreffectiveness/downloads/rulemaking/1ccr301-87evaluationoflicensedpersonnel11.9.11.pdf Final rating: https://www.cde.state.co.us/educatoreffectiveness/determining-a-final-educator-effectiveness-rating
Require instructional effectiveness to be a determinative criterion of any teacher evaluation.
Although Colorado requires that objective evidence of student growth be included in a substantial way in a teacher's evaluation rating, it does not play a profound role in a teacher's overall evaluation rating. Colorado should ensure that a teacher is not able to earn an overall rating of effective if he or she is rated less-than-effective at increasing student growth.
Colorado recognized the factual accuracy of this analysis.
7A: Measures of Student Growth
Many factors should be considered in formally evaluating a teacher; however, nothing is more important than effectiveness in the classroom. Value-added models are an important tool for measuring student achievement and school effectiveness. These models have the ability to measure individual students' learning gains, controlling for students' previous knowledge and background characteristics. While some research suggests value-added models are subject to bias and statistical limitations, rich data and strong controls can eliminate error and bias. In the area of teacher quality, examining student growth offers a fairer and potentially more meaningful way to evaluate a teacher's effectiveness than other methods schools use.
Unfortunately, districts have used many evaluation instruments, including some mandated by states, which are structured so that teachers can earn a satisfactory rating without any evidence that they are sufficiently advancing student learning in the classroom. Teacher evaluation instruments should include factors that combine both human judgment and objective measures of student learning.