Professional Development: Kentucky

2011 Retaining Effective Teachers Policy

Goal

The state should require professional development to be based on needs identified through teacher evaluations.

Nearly meets
Suggested Citation:
National Council on Teacher Quality. (2011). Professional Development: Kentucky results. State Teacher Policy Database. [Data set].
Retrieved from: https://www.nctq.org/yearbook/state/KY-Professional-Development-9

Analysis of Kentucky's policies

Kentucky requires that teachers receive feedback from their evaluations during a formative evaluation conference between the evaluator and the teacher as well as a summative evaluation conference at the end of the evaluation cycle. The conferences must include all evaluation data.

The state also specifies that the evaluation system must include a professional growth plan for all teachers, which is aligned with "specific goals and objectives of the school improvement plan or the district improvement plan."

Citation

Recommendations for Kentucky

Ensure that professional development is aligned with findings from teachers' evaluations.
Kentucky has clearly taken steps to make opportunities for professional growth valuable by aligning them with school or district improvement plans. However, the state could strengthen its current policy by requiring that districts also utilize teacher evaluation results in determining professional development needs and activities.

State response to our analysis

Kentucky recognized the factual accuracy of this analysis.

How we graded

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.  

Research rationale

For evidence of the benefits of feedback from evaluation systems, and the potential for professional development surrounding that feedback, see T. Kane et al, "Evaluating Teacher Effectiveness." Education Next. Vol 11, No. 3 (2011); E. Taylor and J. Tyler, "The Effect of Evaluation on Performance: Evidence from Longitudinal Student Achievement Data of Mid-Career Teachers." National Bureau of Economic Research (2011).

Much professional development, particularly those that are not aligned to specific feedback from teacher evaluations, has been found to be ineffective.  For evidence see M. Garet, "Middle School Mathematics Professional Development Impact Study: Findings After the Second Year of Implementation." Institute of Education Sciences (2011).

For additional evidence regarding best practices for professional development, see "The Deliver, Financing, and Assessment of Professional Development in Education: Pre-Service Preparation and In-Service Training." The Finance Project (2003).