What Research Exists on Teacher Evaluation Models?

The Reference Desk has seen a growing number of questions about teacher quality. This Digest has featured three such questions, addressing issues of professional development and teacher retention. This week’s entry highlights a recent question about the related issues of teacher evaluation, performance incentives, and student achievement.

Question

What research exists about teacher evaluation models?

Research Synopsis

Reference Desk Researchers found there is a wide variety of “methods in teacher evaluation that are useful for measuring teacher effectiveness,” including “classroom observation [and] analysis of classroom artifacts (i.e., ratings of teacher assignments and student work); teaching portfolios; teacher self-reports of practice, including surveys, teaching logs, and interviews…student ratings of performance…teacher demonstrations of knowledge [and] teachers’ responses to theoretical teaching situations” (Goe, et al., Approaches…, 2008; see below). Researchers also found several resources that describe states’ and districts’ teacher-evaluation policies, including those that connect their teacher evaluation with student achievement and/or incorporate a performance-pay component (Brandt, et al, 2007; see below).

Publicly Available Resources

Approaches to Evaluating Teacher Effectiveness: A Research Synthesis. Goe, L., Bell, C., and Little, O.; 2008; Washington, DC: National Comprehensive Center for Teacher Quality; 100 pages.
Abstract: “This research synthesis examines how teacher effectiveness is currently measured. By evaluating the research on teacher effectiveness and the different instruments used to measure it, this research synthesis contributes to the discussion of appropriate rigor and relevance of measures for different purposes (i.e., formative vs. summative evaluation). The findings are presented along with related policy implications. In addition, the synthesis describes how various measures have been evaluated, explains why certain measures are most suitable for certain purposes (high-stakes evaluation versus formative evaluation, for instance), and suggests how the results of the study might be used to inform the national conversation about teacher effectiveness….” The recommendations from this report are further elaborated in A Practical Guide to Evaluating Teacher Effectiveness, also by Goe, et al. (2009).
Standards-Based Teacher Evaluation as a Foundation for Knowledge- and Skill-Based Pay. Heneman, H.G. III, Milanowski, A., Kimball, S.M., and Odden, A.; 2006; Philadelphia, PA: Consortium for Policy Research in Education, Policy Brief RB-45; 14 pages.

From the conclusion: “Our research shows the promise of standards based teacher evaluation as a foundation for [knowledge- and skill-based pay] KSBP systems. In order to make the most of this approach, moving toward standards-based evaluation should be more than a fine-tuning of the existing evaluation system. Indeed, the system should be made an integral component of a general performance improvement strategy. Then a commitment to a transformation in how teacher performance is defined, measured, and supported is needed. Such commitment needs to extend not only to the teacher evaluation process, but also to aligning the human resource management system, linking the aligned system to state or district instructional strategies, and addressing teacher and administrator apprehensions about changing the pay system.”
Examining District Guidance to Schools on Teacher Evaluation Policies in the Midwest Region. Brandt, C., Mathers, C., Oliva, M., Brown-Sims, M., & Hess, J.; 2007; Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Midwest, (Issues & Answers Report, REL 2007–No. 030; 29 pages.
From the summary: “This descriptive study provides a snapshot of teacher evaluation policies across a demographically diverse sample of districts in the Midwest Region. It aims to lay the groundwork for further research and inform conversations about current policies at the local, district, and state levels.”

The Reference Desk also found these organizations and resources to be helpful in learning more about teacher evaluation in general:

National Comprehensive Center for Teacher Quality
The National Comprehensive Center for Teacher Quality (NCCTQ) has a large collection of recent research reports and guidance documents related to teacher effectiveness and evaluation.
Center for Educator Compensation Reform
“The Center for Educator Compensation Reform (CECR) is the premier organization that works to raise national awareness of alternative and effective strategies for educator compensation reform. This website serves as the primary online repository for information, tools, and resources to support Teacher Incentive Fund (TIF) grantees, policymakers, state officials, and district professionals….” The website includes state and district case summaries, implementation guides, research syntheses, and a national map describing educator compensation initiatives across the country.

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