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: South Carolina requires evidence of student growth in teacher evaluation scores. One student learning objective (SLO) is required; this SLO relies on student growth measures as artifacts to support various evaluation indicators.
State's Role in Evaluation System: South Carolina requires districts to use the statewide evaluation system (Expanded ADEPT) or a district evaluation instrument that is state approved and equivalent to the state instrument.
ADEPT System Guidelines for 2018-2019 https://ed.sc.gov/scdoe/assets/File/educators/teacher-evaluations/20170313_ADEPT_Guidelines_FINAL_Edited.pdf
Due to South Carolina's strong policies in this area, no recommendations are provided.
South Carolina recognized the factual accuracy of 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.