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ERIC Number: ED533380
Record Type: Non-Journal
Publication Date: 2010-Aug
Pages: 55
Abstractor: As Provided
Reference Count: 88
A Teacher Evaluation System That Works. Working Paper
Daley, Glenn; Kim, Lydia
National Institute for Excellence in Teaching
Status quo approaches to teacher evaluation have recently come under increasing criticism. They typically assign most teachers the highest available score, provide minimal feedback for improvement, and have little connection with student achievement growth and the quality of instruction that leads to higher student growth. A more comprehensive approach has been demonstrated for ten years by TAP[TM]: The System for Teacher and Student Advancement. This system includes both classroom observations and student achievement growth measures, provides feedback to teachers for improvement, is aligned to professional development and mentoring support, and provides metrics for performance-based compensation. This paper describes the TAP system, and examines data from a large sample of teachers to assess the distribution of TAP evaluations and their alignment to student achievement growth. We find that TAP evaluations provide differentiated feedback, that classroom observational scores are positively and significantly correlated with student achievement growth, that TAP teachers increase in observed skill levels over time, and that TAP schools show differential retention of effective teachers based on these evaluation scores. Appended are: (1) Components of the TAP Skills, Knowledge, and Responsibilities Performance Standards; and (2) Weighting in the Skills, Knowledge, and Responsibilities Score. (Contains 15 figures, 3 tables and 3 footnotes.) [For "A Teacher Evaluation System That Works. Research Brief," see ED533381.]
National Institute for Excellence in Teaching. 1250 Fourth Street, Santa Monica, CA 90401. Tel: 310-570-4860; Fax: 310-570-4863; Web site:
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Institute for Excellence in Teaching (NIET)
IES Cited: ED565633; ED565674; ED552484