Title: | Teacher evaluation and professional learning: Lessons from early implementation in a large urban district |
Description: | REL Northeast and Islands, in collaboration with the Northeast Educator Effectiveness Research Alliance, examined the alignment of teacher evaluation and professional learning in a large urban district in the Northeast. REL researchers examined the types of professional learning activities teachers reported they participated in, the alignment of the reported activities with what evaluators prescribed, and whether evaluation ratings improved from one academic year to the next. The study found that teachers received written feedback across all standards of the evaluation rubric. Each prescription tended to include one or two recommended professional activities, and more of these activities were professional practice activities, such as independent work to improve instruction, than professional development activities, such as courses or workshops. Teachers reported participating in more professional activities for the instruction-based standards than for the non-instruction-based standards. For all standards, less than 40 percent of teachers reported participating in all the activities their evaluator recommended. While further work may be needed to strengthen the connection between teacher evaluation and a comprehensive system of teacher support and development, this study takes the first step in illustrating the need for coherence among these related systems. |
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Cover Date: | March 2016 |
Web Release: | March 1, 2016 |
Print Release: | March 1, 2016 |
Publication #: | REL 2016115 General Ordering Information |
Center/Program: | REL |
Associated Centers: | NCEE |
Authors: | Karen Shakman, Jacqueline Zweig, and Jessica Bailey: Education Development Center; Candice Bocala and Natalie Lacireno-Paquet: WestEd |
Type of Product: | What's Happening |
Keywords: | |
Questions: |
For questions about the content of this What's Happening, please contact: Amy Johnson. |