Evaluating Teacher and Leader Performance
The project, prepared for ConnCAN and 50CAN, aims to get “under the hood” of the teacher evaluation systems in 10 sites, including states, districts, a charter management organization, and a school of education. The project collects information about these emerging systems in a single place, using a consistent format that allows users to look across sites and see where organizations are proceeding in similar ways, and where approaches diverge. The project also includes links to dozens of resources from the 10 sites such as system overviews, detailed policies and guides for teachers.
A recent national push to use performance evaluations for critical personnel decisions has highlighted the shortcomings of our current systems and increased the urgency to improve them dramatically. This report, written with support from the Joyce Foundation, summarizes best practices and research from other sectors into six steps for education leaders who want accurate, reliable, and meaningful information about educators’ performance. Read more…
The complete recipe for Singapore’s educational success is not public, but one element stands out: the development and thorough use of performance-linked “competencies” to measure, reward, and develop teacher performance. This report, written with support from The Joyce Foundation, explores Singapore’s successful teacher evaluation and development system—recognized by its education leadership and teachers as effective and fair. Read more…
Public Impact has developed a series of resources designed to support school turnarounds. The series includes guides and toolkits that help select turnaround leaders and teachers based on the competencies–or patterns of thinking, feeling, speaking, and acting–that enable them to be successful in turnarounds.
As evidence continues to pile up about the central importance of effective teaching, states nationwide are rethinking how they define and measure the effects individual teachers have on educational outcomes. In this slide deck, Public Impact sets out some guiding principles for states entering this design process, including: (1) defining a teacher’s “effect” as the product of her level of effectiveness and her reach: the number of students she affects; (2) defining teacher effectiveness based on student learning outcomes and behaviors linked to outcomes; (3) using rigorous research about top teachers – not focus groups or expert opinion – to determine what behaviors to include in the definition; and (4) examining deeper competencies – such as achievement orientation – not just more easily observable teacher behaviors. States can play a central role in driving strong measures of teacher effectiveness by requiring measures that truly differentiate performers; shining a bright light on how different districts and schools are doing on improving effectiveness; creating a state-mandated “floor” for teacher evaluation systems; and driving an ongoing effort to improve the definition and measurement of teacher effectiveness. This presentation was prepared with the support of the Joyce Foundation as part of a larger project examining ways to reform teacher evaluation, tenure and other systems to achieve more “selective retention.”
In successful turnarounds, staff dismissals are typically small in number, and focused on employees who cannot or will not make the radical change necessary to dramatically improve performance. In this report, written by Julie Kowal, Jacob L. Rosch, Emily Ayscue Hassel, and Bryan C. Hassel, for the Center on Innovation and Improvement, we examine the research base on performance-based dismissals in other sectors to offer strategies for leaders in turnaround schools. A PowerPoint summary of the report is available here.
Achieve is a leading national voice for raising expectations for American high schools so that all students graduate ready for what’s next. To assist the 35 states in its American Diploma Project (ADP) Network, Achieve created a series of briefs on how states could use the U.S. Department of Education’s “Race to the Top” competition to advance their college- and career-readiness agenda. Public Impact drafted the brief on teacher effectiveness [pdf], providing guidance for states on meeting – and going beyond – the Race to the Top criteria.
In late 2008, the Public Impact study team conducted semi-structured interviews with district personnel and state department of education officials who had participated in efforts to improve teacher evaluation systems. The study explores what processes are required to build sustainable teacher accountability systems in K-12 education.