Teacher Evaluation That’s Meaningful


In a recent report released by the National Council on Teacher Quality, results found that a large number of states have backed away from many recent evaluation reforms putting the responsibility on school districts to make teacher evaluation a meaningful process.

The trends below examine some key characteristics of teacher evaluation systems in the nation’s largest school districts.

Rating categories

School districts have overwhelmingly adopted a policy of requiring teacher evaluation systems with more than two rating categories. 90 percent of large districts require at least three rating categories for teachers and most require more.


Frequency of evaluations

Annual evaluations benefit all educators, regardless of experience. Most states no longer require that all teachers are evaluated each year. Only 42 percent of large districts ensure all teachers get this regular feedback.


Multiple observations

Most states and, in turn, most large districts (58 percent) require teachers to be observed multiple times as part of an evaluation. These observations can be formal or informal and most often include a feedback conference between the teacher and observer.


Teacher evaluation components

All districts in the sample of 124 except one require a measure of ‘professional practice’ to be included. Professional practice is typically based on classroom observations and rates teachers in areas such as curriculum, instruction, lesson planning, classroom environment, student and family engagement, and professionalism.



For more on teacher evaluation trends, visit the original post here.

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