2017 General Teacher Prep Programs 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: Idaho requires that teacher evaluation ratings be based in part on measurable student growth. The state no longer articulates a specific percentage but does require that "at least a majority of the evaluation rating must be based on professional practice."
Idaho does not explicitly require that teachers meet student growth goals or be rated at least effective for the student growth portion of their evaluation to earn an overall rating of effective.
State's Role in Evaluation System: Idaho districts develop evaluation systems based on criteria set forth by the state.
Require instructional effectiveness to be a determinative criterion of any teacher evaluation.
Although Idaho requires that objective evidence of student growth be included in a teacher's evaluation rating, it does not play a profound role in a teacher's overall evaluation rating. Idaho should ensure that a teacher is not able to earn an overall rating of effective if he or she is rated less-than-effective at increasing student growth.
Idaho was helpful in providing NCTQ with the facts necessary for 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.