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.
Oregon requires that teachers discuss the results of their evaluations in "post-evaluation interviews."
Oregon also requires professional growth plans based on its summative evaluation matrix from the state's teacher evaluation system. Depending on a teacher's rating, he or she is assigned one of four plans: facilitative, collegial, consulting or directed. The direction of each plan is aligned with findings from the evaluation. Further, if a teacher's Student Learning and Growth (SLG) performance was rated a 1 or 2 (the lowest two ratings), the plan must "also include a focus on increasing the educator's overall aptitude in this measure."
ORS 342.850, -.856 Oregon Matrix Model http://www.ode.state.or.us/wma/teachlearn/educatoreffectiveness/oregon-matrix-model-for-educator-evaluation.docx
As a result of Oregon’s strong professional development policies, no recommendations are provided.
Oregon was helpful in providing NCTQ with the facts necessary for this analysis.
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.