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teacher evaluation

Throughout my career as a secondary school teacher and teacher-educator, I asked students Odvard Egil Dyrlito submit anonymous evaluations to assess the quality of my teaching.

District of Columbia Public Schools in Washington, D.C. are retaining far more higher-performing teachers than lower-performing ones due to recent reforms, making it the first urban district in the nation to demonstrate this effect, according to research by The New Teacher Project (TNTP).


Former L.A. Laker Kareem Abdul-Jabbar will serve as California’s After School STEM ambassador, and host after-school STEM events through 2013 to speak about education. He has promoted STEM ed and careers through his Skyhook Foundation since 2009.


Over the past two years in the Medway (Mass.) Public Schools, teacher evaluation entered a new era, spurred by state and Race to the Top requirements. For the past 15 years, the district used a traditional system of teacher evaluation, including classroom observations, followed by a summative review, notes Medway Superintendent Judy Evans. Administrator walkthroughs, which took less time than formal observations and provided a snapshot of teacher performance, took place only intermittently and did not include all classrooms.

Evaluating teachers—whether casually or more rigorously, annually or less frequently—has long been part of the job description of many a principal and assistant principal, who often have relied on occasional observations to make their judgments. What’s usually resulted are an overwhelming number of “satisfactory” ratings and the infrequent “unsatisfactory” designations.

On July 30, The New Teacher Project (TNTP), a nonprofit dedicated to closing the achievement gap, released a study that, according to David Keeling, vice president of communications, tells a story of systemic neglect for our nation’s best teachers.

Arne Duncan, RESPECT, teachers

In 2002, Andrew Moore, the science and society program manager at the European Molecular Biology Organization in Germany, wrote a report following the first PISA (Program for International Student Assessment) assessment, “Learning from PISA.” Moore writes that to inspire students to remain competitive, our teachers in turn must also be trained with rigor and widely respected, as is the case in many countries around the globe, many of which outperform the U.S.

For the last decade, in districts big and small, the Bill & Melinda Gates Foundation has emerged as the largest private funder of educational efforts. This began with an initiative around small schools in the early to mid-2000s, mostly abandoned now, and has gained traction in the past few years in areas such as teacher evaluation, the Common Core State Standards and district-charter collaboration.

Calvert County

While much of the predictive analysis in K12 districts today determines student achievement, some districts are taking it a step further to determine teacher effectiveness. After all, Race to the Top funds require districts to base teacher evaluation in part on student achievement.

Technology may have, at last, caught up with the intentions of balanced assessments—or at least it has in the Douglas County (Colo.) School District, according to Syna Morgan, the district’s executive director of performance and accountability. Already a high-performing district with 62,000 students across 86 schools, Douglas County wanted to take its assessment data to the next level by making students not only college-bound, but global leaders.