2013 Retaining Effective Teachers Policy
The state should ensure that teachers receive feedback about their performance and should require professional development to be based on needs identified through teacher evaluations.
New Hampshire does not have state-level policy requiring that teachers receive feedback from their evaluations or that connects professional development to teachers' evaluations. Phase II of the New Hampshire Task Force on Effective Teaching is underway to develop a state model for performance evaluations.
Section 189:14-a(b) Ed 512 Professional Development Master Plan and Re-certification http://education.nh.gov/certification/documents/ed512.pdf New Hampshire Task Force on Effective Teaching Phase I Report http://www.education.nh.gov/teaching/documents/phase1report.pdf
Require that evaluation systems provide teachers with feedback about their performance. In order to increase their effectiveness in the classroom, teachers need to receive feedback on strengths and areas that need improvement identified in their evaluations. As such, New Hampshire should require that evaluation systems provide teachers with feedback about their classroom performance.
Ensure that professional development is aligned with findings from teachers' evaluations. Professional development that is not informed by evaluation results may be of little value to teachers' professional growth and aim of increasing their effectiveness in the classroom. New Hampshire should ensure that districts utilize teacher evaluation results in determining professional development needs and activities.
Ensure that teachers receiving less than effective ratings are placed on a professional improvement plan. New Hampshire should adopt a policy requiring that teachers who receive even one unsatisfactory evaluation be placed on structured improvement plans. These plans should focus on performance areas that directly connect to student learning and should identify noted deficiencies, define specific action steps necessary to address these deficiencies and describe how and when progress will be measured.
New Hampshire noted that the December 2012 revisions to Ed 512 require a linkage between local professional development and evaluation systems. This requirement is designed to give the evaluator input into the educators' individual professional development plans. The state added that an evaluation management tool that is under development for the districts provides a clear opportunity for the evaluator to suggest and require specific professional development activities. New Hampshire indicated that the state's model evaluation system is now required for Title I schools as part of the NCLB waiver. The state anticipates that most districts will be moving to implement the recommendations for the model evaluation system as they are introduced in the Title I schools.
Ed 512 is on the right track by articulating that a district's master professional development plan must describe "the role of the plan in increasing educator effectiveness and the relationship between professional learning and the local evaluation system," but this is to ensure that teachers' professional development will be directly tied to evaluation results.
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.
Professional Development: Supporting Research
For evidence of the benefits of feedback from evaluation systems, and the potential for professional development surrounding that feedback, see T. Kane, E. Taylor, J. Tyler, and A. Wooten, "Evaluating Teacher Effectiveness." Education Next, Volume 11, No. 3, Summer 2011; 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.
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, A. Wayne, F. Stancavage, J. Taylor, M. Eaton, K. Walters, M. Song, S. Brown, S. Hurlburt, P. Zhu, S. Sepanik, F. Doolittle, and E. Warner, "Middle School Mathematics Professional Development Impact Study: Findings After the Second Year of Implementation." Department of Education, Institute of Education Sciences, May 2011, NCEE 2011-4024.
For additional evidence regarding best practices for professional development, see K. Neville and C. Robinson, "The Delivery, Financing, and Assessment of Professional Development in Education: Pre-Service Preparation and In-Service Training" The Finance Project, 2003.