Teacher and Principal Evaluation Policy
The state should require objective measures of student growth to be included in a teacher's evaluation score. This goal is reorganized for 2019.
Impact of student growth: Delaware requires that 20 percent of its teacher evaluation rating be derived from objective evidence of student growth. The student improvement component of Delaware's teacher evaluation system is comprised of multiple measures and the measures used depend on grade and subjects taught. For educators teaching English/language arts or math in grades 4-8, the state assessment comprises half of the student growth component, with the other half comprised of either an approved assessment or a student growth goal. For educators teaching all other subjects and grade levels, other internally or externally developed measures, approved by the department of education, are used to calculate the student growth goal.
State's role in evaluation system: Delaware requires all teachers to be evaluated using the statewide educator evaluation system, the Delaware Performance Appraisal System II (DPAS II).
DPAS-II Guide, 2018-2019: https://www.doe.k12.de.us/cms/lib/DE01922744/Centricity/Domain/546/2018%202019%20DPAS%20II%20Guide%20for%20Teachers-Final.pdf Delaware Code Title 14, Chapter 12 Section 1270 Student Improvement Component (C-V) Policy Statement 2018-19 https://www.doe.k12.de.us/cms/lib/DE01922744/Centricity/Domain/546/SIC%20policy%202018-19.pdf
Due to Delaware's strong policies in this area, no recommendations are provided.
Delaware 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.