NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED566876
Record Type: Non-Journal
Publication Date: 2013-Oct
Pages: 102
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Connect the Dots: Using Evaluations of Teacher Effectiveness to Inform Policy and Practice. State of the States 2013
Doherty, Kathryn M.; Jacobs, Sandi
National Council on Teacher Quality
The National Council on Teacher Quality (NCTQ) has long advocated that any meaningful understanding of "effective" teaching must be rooted in results for kids. Whatever else they accomplish in the classroom, effective teachers improve student achievement. It seems like commonsense. Yet, until recently, it has been an exceptional way of thinking about teacher quality, totally out of step with teacher policy across the states. As part of the annual "State Teacher Policy Yearbook," NCTQ has systematically collected and analyzed state policies on teacher preparation, training, retention, compensation and other personnel policies. In this paper the authors provide: (1) A detailed and up-to-date lay of the land on teacher evaluation policies across the 50 states and the District of Columbia Public Schools; (2) An in-depth look at policy in states promising ambitious teacher evaluation systems (states requiring student growth and achievement to be a significant or the most significant factor in teacher ratings), including states' efforts to "connect the dots" and use teacher evaluation results in meaningful ways to inform policy and practice; and (3) A compilation of some of the important lessons learned, pitfalls and successes states have experienced on the road to improving teacher evaluation systems. The following are appended: (1) State Summaries and Recommendations; (2) A closer look at state policy in states where student growth is a significant or preponderant criterion; (3) Connecting the Dots in States with Weak Teacher Evaluation Requirements; and (4) Implementation Timelines for States with Evaluation Systems That Require Significant or Preponderant Use of Student Achievement Data.
National Council on Teacher Quality. 1420 New York Avenue NW Suite 800, Washington, DC 20005. Tel: 202-393-0020; Fax: 202-393-0095; Web site: http://www.nctq.org
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Bill and Melinda Gates Foundation; Joyce Foundation; Walton Family Foundation
Authoring Institution: National Council on Teacher Quality
Identifiers - Location: United States
IES Cited: ED565834