The state should require annual evaluations of all teachers.
Wisconsin does not require all teachers to be evaluated annually.
All teachers must be evaluated during the first year of employment, and then at least every third year thereafter. These are called summary years, with the in-between years called supporting years. Although teachers are required to create student growth and educator practice goals during both summary and supporting years, it is unclear whether teachers receive evaluation scores each year or the supporting-years' goals are compiled for summary evaluations.
During summary years, Wisconsin requires one announced observation, plus three to five unannounced miniobservations.
Wisconsin Administrative Rule PI 8.01(q) Process Manual 2014-15 http://ee.dpi.wi.gov/sites/default/files/imce/ee/pdf/eeteacherevaluationprocessmanual-version4.pdf
Require annual formal evaluations for all teachers. All teachers in Wisconsin should be evaluated annually. Rather than treated as mere formalities, these teacher evaluations should serve as important tools for rewarding good teachers, helping average teachers improve and holding weak teachers accountable for poor performance.
Base evaluations on multiple observations. To guarantee that annual evaluations are based on an adequate collection of information, Wisconsin should require multiple observations for all teachers, even those who have nonprobationary status.
Ensure that new teachers are observed and receive feedback early in the school year. It is critical that schools and districts closely monitor the performance of new teachers. Wisconsin should ensure that its new teachers get the support they need, and that supervisors know early on which new teachers may be struggling or at risk for unacceptable levels of performance.
Wisconsin responded that evaluations are conducted on a three-year cycle with required activities across all three years; these are then compiled to create the preponderance of evidence used by evaluators to score a teacher’s practice.
are standard practice in most professional jobs.
Although there has been much progress on this front recently, about half of the states still do not mandate annual evaluations of teachers who have reached permanent or tenured status. The lack of regular evaluations is unique to the teaching profession and does little to advance the notion that teachers are professionals.
Further, teacher evaluations are too often treated as mere formalities rather than as important tools for rewarding good teachers, helping average teachers improve and holding weak teachers accountable for poor performance. State policy should reflect the importance of evaluations so that teachers and principals alike take their consequences seriously.
Evaluations are especially important for new teachers.
Individuals new to a profession frequently have reduced responsibilities coupled with increased oversight. As competencies are demonstrated, new responsibilities are added and supervision decreases. Such is seldom the case for new teachers, who generally have the same classroom responsibilities as veteran teachers, including responsibility for the academic progress of their students, but may receive limited feedback on their performance. In the absence of good metrics for determining who will be an effective teacher before he or she begins to teach, it is critical that schools and districts closely monitor the performance of new teachers.
The state should specifically require that districts observe new teachers early in the school year. This policy would help ensure that new teachers get the support they need early and that supervisors know from the beginning of the school year which new teachers (and which students) may be at risk. Subsequent observations provide important data about the teacher's ability to improve. Data from evaluations from the teacher's early years of teaching can then be used as part of the performance-based evidence to make a decision about tenure.
Frequency of Evaluations: Supporting Research
For the frequency of evaluations in government and private industry, see survey results from Hudson Employment Index's report: "Pay and Performance in America: 2005 Compensation and Benefits Report" Hudson Group (2005).
For research emphasizing the importance of evaluation and observations for new teachers in predicting future success and providing support for teachers see, D. Staiger and J. Rockoff, "Searching for Effective Teachers with Imperfect Information." Journal of Economic Perspectives. Volume 24, No. 3, Summer 2010, pp. 97-118.