Why focus on Observations to improve Teacher Evaluation?
Observations (particularly when they are based on a clearly defined rubric) provide a rich source of information about multiple aspects of a teacher’s skills and impact on students, and are a useful starting point for providing actionable, specific, and relevant feedback.1 States can support implementation by providing support such as training and calibration activities for observers in order to improve the fidelity of any evaluations system.
State performance on Observations for Teacher Evaluation
Only a third of states require multiple observations for all teachers each year, while the majority only require yearly annual evaluations (that include observations) for novice or underperforming teachers. Less than half of states articulate specific certification requirements for observers, which is critical to ensure strong implementation.
NCTQ evaluates whether states are effectively using teacher evaluations by examining how they use observations in the evaluation process. Explore the key actions below to learn more about how each state is implementing policies to improve teacher evaluation. (NCTQ does not currently assign rankings to states for this policy area.)
Who stands out?
What are the key actions states should take?
Key Resources
State of the States 2022: Teacher and Principal Evaluation Policies
Explore NCTQ’s comprehensive analysis of state teacher and principal evaluation policies.
Rural teacher evaluation system shows promising results for students struggling in math
Learn more about how evaluation systems can improve outcomes in rural areas.
References
- Kane, T. J., Taylor, E. S., Tyler, J. H., & Wooten, A. L. (2011); Marsh, J. A., Bush-Mecenas, S., Strunk, K. O., Lincove, J. A. & Huguet, A. (2017). Evaluating Teachers in the Big Easy: How Organizational Context Shapes Policy Responses in New Orleans. Educational Evaluation and Policy Analysis, 39(4), 539–570; Stecher, B. M., Garet, M. S., Hamilton, L. S., Steiner, E. D., Robyn A., Poirier, J., Holtzman, D. J., Fulbeck, E. S., Chambers, J., & Brodziak de los Reyes, I. (2016). Improving Teaching Effectiveness: Implementation: The Intensive Partnerships for Effective Teaching Through 2013–2014. RAND Corporation. Retrieved from:https://www.rand.org/pubs/research_reports/RR1295.html; Strunk, K. O., Weinstein, T. L., & Makkonen, R. (2014). Sorting Out the Signal: Do Multiple Measures of Teachers’ Effectiveness Provide Consistent Information to Teachers and Principals? Education Policy Analysis Archives, 22(100), As of May 11, 2018: http://www.redalyc.org/html/2750/275031898100; Taylor, E. S. & Tyler, J. H. (2012).
- Cantrell, S. & Kane, T. J. (2013); Kane, T. J., & Staiger, D. O. (2012). Gathering Feedback for Teaching: Combining High-Quality Observations with Student Surveys and Achievement Gains. Research Paper. Seattle, WA: Bill & Melinda Gates Foundation, Measures of Effective Teaching project.
- Tuma, A. P., Hamilton, L. S., & Tsai, T. (2018). Of note, only five states (Delaware, New Mexico, Ohio, West Virginia, and Wisconsin) actually require four or more observations yearly for new teachers.
- Scheeler, M. C., Ruhl, K. L., & McAfee, M. K. (2004). Providing performance feedback to teachers: A review. Teacher Education and Special Education, 27(4), 396–407. https://doi.org/10.1177/088840640402700407; Thurlings, M., Vermeulen, M., Bastiaens, T., & Stijnen, S. (2013). Understanding feedback: A learning theory perspective. Educational Research Review, 9, 1–15. https://doi.org/10.1016/j.edurev.2012.11.004; Kraft, M. A. & Christian, A. (2022). Can Teacher Evaluation Systems Produce High-Quality Feedback? An Administrator Training Field Experiment. American Educational Research Journal, 59(3), 500–537. https://doi.org/10.3102/00028312211024603.
- Bleiberg, J., Brunner, E., Harbatkin, E., Kraft, M. A., & Springer, M. (2021); Putman, H., Ross, E., & Walsh, K. (2018).
- Steinberg, M. P. & Sartain, L. (2015). Does teacher evaluation improve school performance? Experimental evidence from Chicago’s Excellence in Teaching project. Education Finance and Policy, 10(4), 535-572
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Scheeler, M. C., Ruhl, K. L., & McAfee, M. K. (2004). Providing performance feedback to teachers: A review. Teacher Education and Special Education, 27(4), 396–407. https://doi.org/10.1177/088840640402700407; Thurlings, M., Vermeulen, M., Bastiaens, T., & Stijnen, S. (2013). Understanding feedback: A learning theory perspective. Educational Research Review, 9, 1–15. https://doi.org/10.1016/j.edurev.2012.11.004; Kraft, M. A. & Christian, A. (2022). Can Teacher Evaluation Systems Produce High-Quality Feedback? An Administrator Training Field Experiment. American Educational Research Journal, 59(3), 500–537. https://doi.org/10.3102/00028312211024603.
- Bleiberg, J., Brunner, E., Harbatkin, E., Kraft, M. A., & Springer, M. (2021); Putman, H., Ross, E., & Walsh, K. (2018).
- Steinberg, M. P. & Sartain, L. (2015). Does teacher evaluation improve school performance? Experimental evidence from Chicago’s Excellence in Teaching project. Education Finance and Policy, 10(4), 535-572