The state should require instructional effectiveness to be the preponderant criterion of any teacher evaluation.
Commendably, Delaware requires that objective evidence of student learning be the preponderant criterion of its teacher evaluations. All teachers must be evaluated using the statewide educator evaluation system, the Delaware Performance Appraisal System II (DPAS II).
DPAS II is comprised of five components, including student improvement. Teachers cannot be rated effective unless they have met growth targets. For tested grades and subjects, student achievement means scores on state assessments and other measures of student learning, provided they are rigorous and comparable across classrooms.
For nontested grades and subjects, alternative measures of student learning and performance are used—for example, student scores on pretests and end-of-course tests, student performance on English language proficiency assessments, and other measures of student achievement that are rigorous and comparable across classrooms.
The student improvement component is rated using three categories: exceeds, satisfactory and unsatisfactory. The summative evaluation uses four categories: highly effective, effective, needs improvement and ineffective. Classroom observations are required.
DPAS II Guide Revised for Teachers http://www.doe.k12.de.us/cms/lib09/DE01922744/Centricity/Domain/186/DPASTeachFullGuidev3.pdf
Ensure that teachers meet student growth requirements to be rated effective.
Delaware now allows a discretionary measure that allows evaluators to rate teachers "effective" who have earned "highly effective" ratings in at least two of the four appraisal components with no "ineffective" ratings, and an "unsatisfactory" rating in the student improvement component. The state is encouraged to rethink its decision and only allow teachers with at least a satisfactory rating in the student improvement component to be rated effective overall.
Delaware was helpful in providing NCTQ with facts that enhanced this analysis. The state added that it has requested a two-year pause from the U.S. Department of Education on the reincorporation of statewide assessment data into its teacher evaluation scores. Delaware has included state-assessment scores in educator evaluation as one of multiple measures since 2012.
The state also noted that it continued to include multiple measures of assessment scores—just not the state assessment/Smarter Balanced—in teacher evaluations during SY 2014-2015, and it will continue to do so in SY 2015-2016.
Value-added analysis connects student data to teacher data to measure achievement and performance.
Value-added models are an important tool for measuring student achievement and school effectiveness. These models measure individual students' learning gains, controlling for students' previous knowledge. They can also control for students' background characteristics. In the area of teacher quality, value-added models offer a fairer and potentially more meaningful way to evaluate a teacher's effectiveness than other methods schools use.
For example, at one time a school might have known only that its fifth-grade teacher, Mrs. Jones, consistently had students who did not score at grade level on standardized assessments of reading. With value-added analysis, the school can learn that Mrs. Jones' students were reading on a third-grade level when they entered her class, and that they were above a fourth-grade performance level at the end of the school year. While not yet reaching appropriate grade level, Mrs. Jones' students had made more than a year's progress in her class. Because of value-added data, the school can see that she is an effective teacher.Teachers should be judged primarily by their impact on students.
While many factors should be considered in formally evaluating a teacher, nothing is more important than effectiveness in the classroom.
Unfortunately, districts have used many evaluation instruments, including some mandated by states, that are structured so that teachers can earn a satisfactory rating without any evidence that they are sufficiently advancing student learning in the classroom. It is often enough that teachers appear to be trying, not that they are necessarily succeeding.
Many evaluation instruments give as much weight, or more, to factors that lack any direct correlation with student performance—for example, taking professional development courses, assuming extra duties such as sponsoring a club or mentoring and getting along well with colleagues. Some instruments hesitate to hold teachers accountable for student progress. Teacher evaluation instruments should include factors that combine both human judgment and objective measures of student learning.
Evaluation of Effectiveness: Supporting Research
Reports strongly suggest that most current teacher evaluations are largely a meaningless process, failing to identify the strongest and weakest teachers. The New Teacher Project's report, "Hiring, Assignment, and Transfer in Chicago Public Schools", July 2007 at: http://www.tntp.org/files/TNTPAnalysis-Chicago.pdf, found that the CPS teacher performance evaluation system at that time did not distinguish strong performers and was ineffective at identifying poor performers and dismissing them from Chicago schools. See also Lars Lefgren and Brian Jacobs, "When Principals Rate Teachers," Education Next, Volume 6, No. 2, Spring 2006, pp.59-69. Similar findings were reported for a larger sample in The New Teacher Project's The Widget Effect (2009) at: http://widgeteffect.org/. See also MET Project (2010). Learning about teaching: Initial findings from the measures of effective teaching project. Seattle, WA: Bill & Melinda Gates Foundation.
A Pacific Research Institute study found that in California, between 1990 and 1999, only 227 teacher dismissal cases reached the final phase of termination hearings. The authors write: "If all these cases occurred in one year, it would represent one-tenth of 1 percent of tenured teachers in the state. Yet, this number was spread out over an entire decade." In Los Angeles alone, over the same time period, only one teacher went through the dismissal process from start to finish. See Pamela A. Riley, et al., "Contract for Failure," Pacific Research Institute (2002).
That the vast majority of districts have no teachers deserving of an unsatisfactory rating does not seem to correlate with our knowledge of most professions that routinely have individuals in them who are not well suited to the job. Nor do these teacher ratings seem to correlate with school performance, suggesting teacher evaluations are not a meaningful measure of teacher effectiveness. For more information on the reliability of many evaluation systems, particularly the binary systems used by the vast majority of school districts, see S. Glazerman, D. Goldhaber, S. Loeb, S. Raudenbush, D. Staiger, and G. Whitehurst, "Evaluating Teachers: The Important Role of Value-Added." The Brookings Brown Center Task Group on Teacher Quality, 2010.
There is growing evidence suggesting that standards-based teacher evaluations that include multiple measures of teacher effectiveness—both objective and subjective measures—correlate with teacher improvement and student achievement. For example see T. Kane, E. Taylor, J. Tyler, and A. Wooten, "Evaluating Teacher Effectiveness." Education Next, Volume 11, No. 3, Summer 2011, pp.55-60; E. Taylor and J. Tyler, "The Effect of Evaluation on Performance: Evidence from Longitudinal Student Achievement Data of Mid-Career Teachers." NBER Working Paper No. 16877, March 2011; as well as H. Heneman III, A. Milanowski, S. Kimball, and A. Odden, "CPRE Policy Brief: Standards-based Teacher Evaluation as a Foundation for Knowledge- and Skill-based Pay," Consortium for Policy Research, March 2006.