What you should know about evaluating, monitoring, and continually improving educator evaluation and support systems
Resources from a REL Northwest webinar held May 28, 2014
Research has shown empirically that teachers matter a great deal when it comes to student achievement. For example, the difference between an average teacher and one who is one standard deviation higher in effectiveness (i.e., a teacher at the 50th percentile of performance versus one at the 84th percentile) has the same impact as lowering class size by 10–13 students.
In this one-hour webinar, presenters Dr. Dan Goldhaber, director, Center for Education Data & Research at University of Washington Bothell, and Michelle Hudacsko, deputy chief of the District of Columbia Public Schools’ IMPACT performance assessment system, discuss key elements of educator effectiveness evaluation and support systems, as well as how educator evaluations can be used to improve the performance of current and future teachers.
Goldhaber explores value-added and other metrics for evaluating educator performance, including observations and student perception surveys. He also discusses how evaluations can be used in all aspects of the teacher pipeline, from recruiting and retaining teachers to impacting performance to rewarding teaching to fine-tuning workforce assignments.
Hudacsko provides details on IMPACT’s evolution since 2007, including mechanisms for gathering a wide range of stakeholder feedback on various iterations of the system. In addition, she elaborates on five lessons learned by the district:
- IMPACT has allowed us to distinguish between our outstanding, good, and poor teachers
- Implementation is everything
- Evaluation is stressful for teachers – and no communications strategy can fix that entirely
- Stakeholder input can only get you so far
- Evaluation is a foundation, but it needs to be part of a broader human capital strategy