Why focus on Professional Growth and Support as part of Teacher Evaluation systems?
Research suggests that observations are more likely to positively impact teachers’ effectiveness when they are connected directly to professional development opportunities.1
State performance on Professional Growth and Support for Teacher Evaluation
Far too many states do not require evaluations to be used to provide targeted growth and support.
NCTQ evaluates whether states effectively provide educators with opportunities for ongoing professional growth and support based on needs identified in their evaluations. Explore the 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.
How are districts observing and providing feedback to teachers?
Dive into an analysis of evaluation policies in 148 districts nationwide.
References
- Shaha, S. H., Glassett, K. F., & Copas, A. (2015). The impact of teacher observations with coordinated professional development on student performance: A 27-state program evaluation. Journal of College Teaching & Learning, 12(1), 55; Hunter, S. B. (2022). High-leverage teacher evaluation practices for instructional improvement. Educational Management Administration & Leadership. doi:10.1177/17411432221112995.
- Shaha, S. H., Glassett, K. F., & Copas, A. (2015). The impact of teacher observations with coordinated professional development on student performance: A 27-state program evaluation. Journal of College Teaching & Learning, 12(1), 55; Hunter, S. B. (2022). High-leverage teacher evaluation practices for instructional improvement. Educational Management Administration & Leadership. doi:10.1177/17411432221112995.