The New Educational Accountability: Understanding the Landscape of Teacher Evaluation in the Post-NCLB Era

Abstract

In the past five years, teacher evaluation has become a preferred policy lever at the federal, state, and local levels. Revisions to teacher evaluation systems have made teachers individually accountable for student achievement to a greater extent than ever before. We describe and analyze the components, processes, and consequences embedded in new teacher evaluation policies in all fifty states, the twenty-five largest school districts, and Washington, DC. We contextualize these policies by basing our analysis in prior research on teacher evaluation, and examining key comparisons between state and district policies, including their treatment of teachers in tested and untested subjects with career and beginning teachers. We find notable differences in how states and the largest districts have structured evaluation policies for all teachers and, in particular, for early career teachers compared with their more veteran counterparts, and for teachers in nontested grades and subjects compared with those in tested grades and subjects.

Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences

“…These findings combined with federal initiatives have spurred widespread reforms to the design of teacher evaluation systems at the state and local levels (Donaldson & Papay, 2014). New systems now commonly incorporate multiple measures of teacher performance and rate teachers across multiple performance categories (Steinberg & Donaldson, in press). …”

“…Steinberg and Donaldson (in press) found that only 14 of 46 states took a similar approach of requiring evaluators to consider all evidence and make final summative judgements. Instead, most states specify a formula for arriving at an overall score based on the weighted sum of multiple evaluation measures.…”

“…The Obama administration has sought to strengthen teacher quality by making teacher evaluation reforms the centerpiece of its signature education initiative, Race To The Top (RTTT), as well as state-waivers to No Child Left Behind (NCLB). Today, 46 states have enacted new legislation aimed at strengthening and expanding teacher evaluation systems in public schools (Steinberg & Donaldson, in press). …”

“…In keeping with this tradition, many states and districts require principals to conduct observation and feedback cycles as part of new evaluation systems (Center on Great Teachers and Leaders, 2014; Herlihy et al, 2014). In a number of states, including the one in which our study takes place, principals are given full responsibility for determining teachers’ overall summative evaluation ratings (Donaldson & Papay, 2014; Steinberg & Donaldson, in press). …”

The Structure and Substance of Teachers’ Opportunities to Learn about Teacher Evaluation Reform: Promise or Pitfall for Equity?

“…Many states are mandating more frequent observations of both tenured and probationary teachers (Steinberg & Donaldson, 2015;McGuinn, 2012). Professional development, including training in how to provide feedback, is being offered more frequently to school leaders (Hazi & Ruczinski, 2009).…”