Alabama’s Performance
Ungraded
Explore the key policy levers below to learn more about how Alabama is implementing Teacher Evaluation policies. (NCTQ does not assign rankings to states for this policy area.)
See how Alabama performs across policy levers to support Teacher Evaluation
Strong
Moderate
Weak
Unacceptable
Ungraded
Why focus on Teacher Evaluation?
Research shows that evaluation, done well, can improve teacher practice, ultimately leading to better student outcomes.1 States should consider how they can support high-quality systems and district-level implementation to provide teachers with quality feedback, identify the best teachers, and foster ongoing professional growth.
Recommendations for Alabama for Teacher Evaluation
Observations and Feedback
- The state should require teachers to be evaluated annually
- State policy should require multiple observations a year for all teachers, not just new or probationary teachers
- Revise policy to require that teachers receive feedback from observations
- Require any evaluators to be trained and certified
Professional Growth and Support
- Require that non-tenured teachers or teachers within their first three years receive observation and feedback early in the school year
- Revise state policy to ensure that professional development for teachers is based on evaluation results
- Ensure teachers are receiving support by requiring development plans for less than effective teachers based on evaluation outcomes
References
- Bleiberg, J., Brunner, E., Harbatkin, E., Kraft, M. A., & Springer, M. (2021). The Effect of Teacher Evaluation on Achievement and Attainment: Evidence from Statewide Reforms. (EdWorkingPaper: 21-496). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/b1ak-r251.