Frequency of Evaluations : Kentucky

Identifying Effective Teachers Policy


The state should require annual evaluations of all teachers.

Meets goal in part
Suggested Citation:
National Council on Teacher Quality. (2011). Frequency of Evaluations : Kentucky results. State Teacher Policy Database. [Data set].
Retrieved from:

Analysis of Kentucky's policies

Regrettably, Kentucky does not ensure that all teachers are evaluated annually.

Tenured teachers in Kentucky are required to be evaluated just once every three years. Further, the state articulates that multiple observations are required only when observation results are unsatisfactory.

Nontenured teachers in Kentucky must receive annual evaluations that consist of multiple observations. Further, the state requires new teachers to participate in its Kentucky Teacher Internship Program (KTIP), which mandates at least three classroom observations by three members of the KTIP committee: the school principal, a resource teacher (mentor), and a teacher educator assigned by an approved teacher preparation program. Each observation is followed with a post-observation conference. Stipulations determine when these observations must take place, ensuring that the first occurs within the first half of the school year.


Recommendations for Kentucky

Require annual formal evaluations for all teachers.
All teachers in Kentucky should be evaluated annually. Rather than treated as mere formalities, these teacher evaluations should serve as important tools for rewarding good teachers, helping average teachers improve and holding weak teachers accountable for poor performance.  

Base evaluations on multiple observations.
To guarantee that annual evaluations are based on an adequate collection of information, Kentucky should require multiple observations for all teachers, even those who have nonprobationary status. 

State response to our analysis

Kentucky recognized the factual accuracy of this analysis. The state added that it, along with key stakeholders and partners, is developing a new Professional Growth and Evaluation System, which will be based on multiple measures of effectiveness, including student learning. The system will prescribe professional development activities that will allow teachers to advance to the next level.

Research rationale

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 Highlands 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." The Journal of Economic Perspectives. (24:3) American Economic Association (2010).