ERIC Number: ED553852
Record Type: Non-Journal
Publication Date: 2014-Aug
Reference Count: N/A
Teacher Evaluations in an Era of Rapid Change: From "Unsatisfactory" to "Needs Improvement"
Aldeman, Chad; Chuong, Carolyn
Bellwether Education Partners
This report examines the ongoing effort to revamp teacher evaluations. After collecting and synthesizing data from 17 states and the District of Columbia, it provides five major lessons for policymakers. New evaluation systems are just one part of sweeping changes in American schools. Because the number and extent of these changes are daunting, some states have already started to amend or postpone their teacher evaluation systems. But the authors argue that evaluation reform is an effort worth making. Evidence from Cincinnati, Washington, D.C., and Denver suggests that comprehensive evaluation systems help teachers improve their practice, lead to improved recruitment and retention of high-quality educators, and, ultimately, boost student achievement. The report also includes endnotes and an appendix containing evaluation system data for all locations.
Descriptors: Teacher Evaluation, Educational Change, Educational Policy, Policy Formation, Educational Improvement, Teacher Recruitment, Teacher Persistence, School Districts, Feedback (Response), Formative Evaluation, Accountability, Teacher Administrator Relationship, Academic Achievement
Bellwether Education Partners. e-mail: firstname.lastname@example.org; Web site: http://bellwethereducation.org
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: N/A
Sponsor: Bill and Melinda Gates Foundation
Authoring Institution: Bellwether Education Partners
Identifiers - Location: California; Colorado; Connecticut; Delaware; District of Columbia; Florida; Georgia; Indiana; Louisiana; Maine; Michigan; New Jersey; New York; North Carolina; Rhode Island; Tennessee; Texas; Vermont