Report Finds That Teacher Evaluations Need Further Support
School Improvement Network Releases Report of Professional Development Policy for Teacher Evaluation Support in all 50 States
Results Show Dearth of Policy or Guidance in Majority of States, Hindering Impact of Teacher Evaluations
SALT LAKE CITY—July 10, 2014—School Improvement Network, the leader in educator effectiveness systems, today announced a report on teacher professional development policy in all 50 states showing a dearth of guiding support for districts in the majority of states. Taken as a whole, the report findings indicate that schools, districts, and states lack the professional development and support needed to make soon mandated teacher evaluations a meaningful part of professional growth towards educator effectiveness.
“Teachers are, and always have been, our number one priority,” said Chet D. Linton, CEO and president of School Improvement Network. “For evaluations and observations to have a meaningful impact on educators and the students they teach, educators must have the personalized resources and support they need to improve practice and spur professional growth. Without this connection, evaluations are merely compliance.”
The report includes the following key findings:
Only four states—Connecticut, Kentucky, New Jersey and South Dakota—have made strides in creating systems to support teachers around new evaluations
Most states could only speculate about the efforts by local education agencies to build teacher capacity around evaluation, especially in connection with personalized professional learning plans
Eight states were confident local education agencies were developing and implementing such a support system
Nine states are still in flux over their evaluation system, preventing work towards corresponding professional growth plans
Four states’ teacher evaluation systems do not include a professional learning provision for teachers
Fifteen states offer no funding or give funding on a limited basis for professional support and resources
The report also includes detailed case studies on the work and progress in the four states that have made progress in creating a system to support teachers in evaluations, and more explanations and findings about the status of projects tying professional development to teacher evaluations in other states.