Evaluation for Teacher Development: Exploring the Relationship between Features of Teacher Evaluation Systems and Teacher Improvement

Abstract

In recent years, teacher evaluation systems have seen significant reforms aimed at improving educator effectiveness and instructional practices in public schools. This study uses linked teacher-student data from Tennessee (2011-2015) to investigate how specific features of teacher evaluation systems, including the frequency and quality of feedback, relate to teacher improvement. The findings indicate that teachers who experience more frequent and differentiated feedback demonstrate greater improvements in effectiveness over time, particularly in mathematics and English language arts. Additionally, these results are consistent among veteran teachers, highlighting the potential of well-structured evaluation systems to support ongoing professional growth. This working paper underscores the importance of developing evaluation systems that prioritize supportive feedback to support teacher development.

Key Findings

1. Teachers who receive more robust observations demonstrate more consistent, positive improvements in their effectiveness, particularly in mathematics and English language arts.

2. The provision of differentiated feedback from multiple evaluators is associated with increased teacher improvement rates, indicating that variety in feedback sources can lead to greater development.

3. The study indicates that the effects of evaluation system features on teacher improvement are more pronounced in mathematics and English language arts compared to science.

Suggested Citation

Papay, J. P. & Richard, C. (2017). Evaluation for Teacher Development: Exploring the Relationship between Features of Teacher Evaluation Systems and Teacher Improvement . (Tennessee Education Research Alliance Working Paper).