Teacher Evaluation

Teacher Evaluation

ABC Unified – The evaluation document for teachers was developed jointly by the teachers and administrators. The Peer Assistance Support System (PASS) is available to struggling teachers and to teachers who request additional support and coaching.

Baltimore – Teachers earn "achievement units" (AUs) through a range of achievements and activities, including positive evaluations; earning AUs leads to salary increases. All teachers are evaluated annually, and state law requires student growth data to inform 50 percent of the evaluation.

Denver – The district is piloting a new teacher observation and evaluation framework designed by a set of joint district and union design teams. In the pilot, teachers will be observed and receive feedback from both peer observers and principals.

Douglas County – Teachers on performance improvement plans receive support from a team of four administrators and five peers. Green Dot – Teachers are evaluated twice annually. Teacher evaluations include the examination of a portfolio of teacher work.

Hillsborough County – The district and union have jointly developed a teacher evaluation system that is based on three components: students' learning gains (40 percent), ratings by the principal (30 percent), and ratings by a master teacher holding the position of peer evaluator (30 percent). The evaluation system is aligned with professional development so that teachers receive the supports that best meet their needs.

Montgomery County – The district and the teachers' union have developed a framework for teaching based on Jon Saphier's The Skillful Teacher. Standards of performance in the Professional Growth System (PGS) are based on six standards derived from the core propositions of the National Board for Professional Teaching Standards. Two standards include student performance data as part of the evidence considered in the evaluation. The PGS provides for a three-year professional growth cycle consisting of an evaluative year followed by two years devoted to targeted professional development. A Peer Assistance and Review component offers support to novice and underperforming teachers and provides for dismissal of teachers who continue not to meet the standard.

New Haven – The union and the district introduced a new evaluation system this year that takes into account growth in student learning, classroom observation, and professional values. The weight carried by student learning growth depends on the consistency of that data across years and across metrics. This process solidifies the professional relationship between the manager and the teacher, increasing interactions and conferences. The process includes a third-party validation of instructional practice for those teachers who are potentially classified as "needs improvement" or "exemplary."

Plattsburgh – The district is piloting a Peer Assistance and Review (PAR) program with novice teachers that will be expanded to include struggling teachers. All new teachers work with a "consulting teacher" who has the full responsibility to formally evaluate the new teacher. The building administrator may conduct informal evaluations. Final decisions are made by the PAR panel.

St. Francis – The jointly initiated Student Performance Improvement Program serves as a vehicle to integrate teacher evaluation, peer review, induction, and compensation. Every teacher has an assigned Performance Review Team made up of two career-ladder teachers (a team leader and a specialist) and one administrator. The team helps the teacher set an annual growth goal, conducts four classroom observations, reviews the teacher's evidence of student growth, provides an annual rating (which is tied to compensation advancement), and plans the teacher's next professional development focus.

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Ideas From Other Districts – Establish a shared commitment to evaluation systems that consistently predict that highly rated teachers are also getting high rates of student growth. Collaboratively create and implement training for administrators and peers to be consistent raters of teacher performance; use this information and student growth evidence to inform career decisions. Jointly develop methods for the long-term validation of evaluation instruments and processes.