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: Wyoming requires all teachers to be evaluated in part on student academic growth measures. Evaluations must consist of five equally weighted domains, with one domain being evidence of student learning.
Wyoming 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: Wyoming districts must develop a teacher evaluation system based on the state's framework. Implementation is delayed until the 2019-2020 school year.
Wyoming Statute 21-2-304
Require instructional effectiveness to be a determinative criterion of any teacher evaluation.
Although Wyoming 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. Wyoming 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.
Wyoming 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.