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.
New Hampshire's Task Force on Effective Teaching outlines a model system that would require teachers to "receive regular and meaningful formative feedback in order to improve their performance." It also would connect professional development programs to the evaluation systems and require that any teacher rated ineffective or needs improvement would be supported by a directed professional growth (improvement) plan.
The New Hampshire Task Force of Effective Teaching: Phase II http://education.nh.gov/teaching/documents/phase2report.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 the 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 asserted that it requires that professional development be linked to educator evaluation. The state further noted that it does not rely solely on state policy and mandate to improve educator effectiveness. It is only one of multiple levers available to improve professional practice in the state. New Hampshire then pointed out that it is a small state with an exceptionally strong belief in local control. Student performance is generally high. Professional associations provide collaborative ventures in professional learning to supplement what the state agency is able to provide. The Department of Education does not have the statutory authority to mandate some of the policy that is recommended by NCTQ. The state uses an approach of assessing current practice, bringing stakeholders together and improving practice because it is the right thing to do.
development should be connected to needs identified through teacher
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.