New data and analysis released by the National Council on Teacher Quality (NCTQ) finds ample opportunities for improvement in states’ teacher and principal evaluation policies. With educator quality as the most powerful in-school factor that contributes to students’ academic success, an essential component to supporting student recovery in the wake of pandemic-related learning loss must be ensuring all students have access to effective teachers and administrators.
Evidence-based teacher and principal evaluation policies, when well-implemented, have great potential to help individual educators strengthen their practice, promote overall improvements in the quality of the workforce, and—most importantly—support increased student achievement.“Strong, well-implemented teacher and principal evaluation systems can make a big difference for both teachers and students,” said Dr. Heather Peske, NCTQ President. “It’s disappointing to see that states have continued to back away from evidence-based evaluation policies and practices over the past several years, especially when we need to ensure every child has access to great teachers more than ever.”The new NCTQ report, State of the States 2022: Teacher and Principal Evaluation Policies, presents data and analysis on policies from all 50 states and D.C. covering essential, evidence-based components of teacher and principal evaluation systems. Despite increased state adoption of evidence-based evaluation policies over a decade ago, the most recent data documents a continued decline in the number of states with teacher and principal evaluation requirements in place that research shows have the potential to drive significant improvements in student learning. Key findings in the NCTQ data include:
Fewer states require that objective measures of student growth be included in a teacher or principal’s evaluation. Helping students to grow academically is core to the role of all educators. Between 2009 and 2015, most states adopted policies that required educator evaluations include some objective measure of student growth, such as student state, district, or school assessment data or data from student learning objectives. However, while 43 states had this requirement for both teacher and principal evaluations in 2015, that number has since dropped to 30 states for teachers and 27 states for principals. While the pandemic may have interrupted assessments, recent declines in student results should reinvigorate states’ focus on student growth.
Fewer states now explicitly allow or require that student feedback be incorporated into a teacher’s evaluation. Teacher evaluations that include multiple sources of data, including from student assessments, teacher observations, and student surveys, create a fuller, more accurate picture of a teacher’s performance. Despite evidence that feedback from students is an important component to include in assessing teacher quality and to gauge students’ experiences, only five states now require that student surveys be included in a teacher’s evaluation. Support for including survey data in principal evaluations has also declined, with now only eight states requiring surveys or feedback from students, teachers, parents, and/or peers be included in a principal’s evaluation.
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