Effective Teacher Evaluations
Every student deserves an effective teacher in every classroom. The primary purpose of an evaluation process is to ensure high levels of student learning. Education administrators have the obligation to ensure that teachers are evaluated fairly, consistently and effectively using multiple methods consistent with state standards for the teaching profession. The evaluation process should ensure that the needs of all students are met. Evaluations should differentiate how to accelerate success, address professional development needs or, as necessary, intervene when there are persistent performance issues.
States and local education agencies, not the federal government, should determine the process for implementing teacher evaluations and determine what constitutes an effective teacher based on criteria. The challenges of this work for principals and other evaluators is extensive and time consuming and deserves full support by the federal, state and local education agencies to realistically apply this criteria.
Criteria for Effective Teacher Evaluations
The following criteria forms the basis of what a quality evaluation process should include but does not have to be limited to:
Evidence of Student Academic Growth Based on Multiple-Measures Assessments must be valid and reliable and used for the purposes intended and for the appropriate student populations. Multiple measures include but are not limited to classroom work, local and state academic assessments, student grades, classroom participation, student presentations and performance, student projects and portfolios. See *Note for further definitions.
Evidence of High Expectations and Active Student Engagement for Each Student
Evidence of Differentiated Instruction and Practices Based on Student Progress
Evidence of Culturally Responsive Instruction to Eliminate the Achievement Gap
Evidence of the Use of Formative Assessments to Adjust Instructional Practices to Meet the Needs of Individual Students
Evidence of Multiple Observations of Instructional and other Professional Practices Conducted by Evaluators (e.g. multiple classroom observations, one-on- one discussion, review of classroom materials and course of study, parent and student feedback, etc.) Please see **Note below on evaluation frequency.
Evidence of Collaborative Professional Practices for Improving Instructional Strategies (evidence of curricular leadership, ongoing professional development, teacher teamwork, professional learning communities, etc.)
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