Teacher Evaluation

Teacher evaluation is a systematic, ongoing process used to assess teachers’ competence, performance, and effectiveness in the classroom. Teacher evaluations also include an assessment of data to determine appropriate pathways for developing highly skilled teachers. Systematic evaluations give evidence of teachers’ performance, address teachers’ accountability, and influence professional development. This entry describes the procedures for teacher evaluations and how teacher evaluations are aligned with professional growth.

In most states, school districts evaluate teachers at least annually. In some states, school districts evaluate nontenured teachers twice a year. The evaluator is assigned by the school district and is usually the school principal. The procedures for teacher evaluation occur in several phases. First, there is a preconference between the teacher and the evaluator. The preconference or preobservation phase serves to provide a conceptual framework for the actual observation. During the preconference, date(s) are set for classroom observation(s) and the postconference, and the evaluation tool and expectations are discussed, with time allotted for questions. A teacher’s self-assessment may be part of the preconference and/or the postconference.

The next step or phase is the classroom observation. The evaluator observes the teacher using the framework and assessment tool discussed in phase one. For the next phase, the evaluator organizes and analyzes data from the observation; data include documented artifacts relevant to selected domains prior to the scheduled observation, such as lesson plans, students’ test results, classroom management style, and nonteaching responsibilities. The evaluator drafts a formal assessment of the teacher to provide an overall evaluation and a plan for continuous professional development.

A postconference follows with the teacher and evaluator to have a dialogue about the data and the formal assessment. The dialogue includes a discussion about the teacher’s effectiveness, the teacher’s self-assessment of the class the evaluator observed, and implications for professional growth based on all data collected. Elements for improvement are discussed and selected with specific growth-target dates.

The professional growth plan is a part of the systematic teacher evaluation. Evidence from the teacher evaluation informs the professional growth or professional development plan, which provides opportunities based not only on the teacher’s individual needs but also those of the students, school, and district. In addition, the plan is aligned with the state’s standards for curriculum and instruction, the assessment tools used to gauge students’ achievements, and professional learning standards.

See also Certification; Framework for Teaching; Personnel Evaluation; Portfolio Assessment; Professional Development of Teachers