From 2009 to 2015, states across the country adopted teacher evaluation reforms for the purpose of making evaluation more meaningful. Historically, teacher evaluation has been a seriously underutilized tool, where virtually all teachers received the same rating and
From 2009 to 2015, states across the country adopted teacher evaluation reforms for the purpose of making evaluation more meaningful. Historically, teacher evaluation has been a seriously underutilized tool, where virtually all teachers received the same rating and almost no one was provided with actionable feedback. Teacher evaluation reforms—such as increasing the number of ratings teachers could earn, increasing the frequency of evaluations, and incorporating objective measures of student growth—sought to provide more nuanced and comparable data that would both help teachers improve their practice and support efforts to distribute teacher talent more equitably among all students.
In NCTQ's newly released report, part of our State of the States series, we find that a large number of states have backed away from many of their recent evaluation reforms. The decisions by 30 states to withdraw some of their new evaluation requirements puts the onus squarely on school districts to make teacher evaluation a more meaningful process.
In this month's District