2017 Teacher and Principal Evaluation Policy
The state should require instructional effectiveness to be the determinative criterion of any teacher evaluation. The bar for this goal was raised in 2017.
Impact of Student Growth: Hawaii requires 50 percent of a teacher's evaluation to be based on evidence of student growth. One Student Learning Objective (SLO) must be included in each teacher's evaluation.
Hawaii does not enable teachers who are rated ineffective to be rated overall effective. A teacher rated unsatisfactory (zero-one) on student growth can only earn an overall rating of marginal or unsatisfactory. However, a teacher rated marginal (two) on student growth can earn an overall rating of effective or marginal, depending on the teacher's rating for teacher practice.
State's Role in Evaluation System: Hawaii requires that teachers are evaluated using the state's Educator Effectiveness System.
Board Policy 2055 2016-17 Handbook: http://www.hawaiipublicschools.org/DOE%20Forms/Educator%20Effectivness/EESManual.pdf
Ensure that teachers meet student growth goals to be rated overall effective.
Hawaii should strengthen its policy and require that, in order to be rated overall effective, teachers must be rated effective for student growth. Specifically, teachers rated needs improvement for student growth should not be eligible to earn an overall rating of effective.
Hawaii had no comment on this goal.
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.