Professional Development | News
Report: Teacher Evaluations Meaningless Without Supporting PD
Many states have been implementing new teacher evaluation systems in an
effort to improve teacher effectiveness, but those evaluations have little
meaning unless they are accompanied by individualized professional development
and support, according to a new report from the
School Improvement Network, a
provider of professional learning and training resources for educators.
The report, "Beyond
Teacher Evaluation: Prioritizing Teacher Instructional Effectiveness with
Meaningful Professional Development," examines state policies on teacher
professional development related to evaluations, with the goal of helping state
and district leaders implement teacher evaluation and support policies that have
a meaningful effect on teacher effectiveness.
"For evaluations and observations to have a meaningful impact on educators
and the students they teach, educators must have the personalized resources and
support they need to improve practice and spur professional growth," said Chet
D. Linton, CEO and president of School Improvement Network, in a prepared
statement. "Without this connection, evaluations are merely compliance."
Key findings of the report include:
- Connecticut, Kentucky, New Jersey and South Dakota are the only states
that have made a significant effort to implement teacher support related to
- Eight states were confident local education agencies were developing and
implementing personalized professional learning plans related to teacher
- Nine states are still in flux over their evaluation system, preventing
work towards corresponding professional growth plans;
- Four states' teacher evaluation systems do not include a professional
learning provision for teachers; and
- Fifteen states offer little or no funding for professional support and
According to the report, states are failing to implement effective teacher
support related to evaluations because they don't feel responsible for
overseeing compliance with evaluation policies, because they don't have the
ability to support local education agencies in this area or because they're still
in the early stages of implementation.
The report includes case studies detailing the efforts of Connecticut,
Kentucky, New Jersey and South Dakota in creating systems to provide teacher
support related to evaluations.
The full report, "Beyond Teacher Evaluation: Prioritizing Teacher
Instructional Effectiveness with Meaningful Professional Development," can be
found on the
School Improvement Network's site.
Leila Meyer is a technology writer based in British Columbia. She can be reached at firstname.lastname@example.org.