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: Recent legislation in Nevada requires Student Learning Goals (SLGs)—district-level performance measures—to count for 15 percent of the overall evaluation score. Student learning data must not be included in the teacher evaluation rating for a probationary teacher in his or her initial year of employment.
State's Role in Evaluation System: Nevada requires districts to develop their own teacher evaluation system consistent with the state's framework.
2018-2019 Protocol: http://www.doe.nv.gov/uploadedFiles/ndedoenvgov/content/Educator_Effectiveness/Educator_Develop_Support/NEPF/Tools_Protocols/NEPFTeacher_Admin_Protocolsrev.pdf SB 475 (2019) https://www.leg.state.nv.us/App/NELIS/REL/80th2019/Bill/6908/Text
Due to Nevada's strong policies in this area, no recommendations are provided.
Nevada recognized the factual accuracy of this analysis and was helpful in providing NCTQ with facts that enhanced 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.