Utah’s Performance
Ungraded
Explore the key policy levers below to learn more about how Utah is implementing Teacher Evaluation policies. (NCTQ does not assign rankings to states for this policy area.)
See how Utah 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 Utah for Teacher Evaluation
Measures of Performance
- The state should require observations each year
Observations and Feedback
- State policy should require teacher observations multiple times a year
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
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.