Colorado Districts’ Teacher Evaluation Policies: A Critical Examination

• In Event: Reconceptualizing Teacher Evaluation Policies and Practices

Abstract

Driven by legislation like “No Child Left Behind (NCLB)”, public education is being challenged to be more transparent and to prove that the financial support received is utilized to meet the unique educational needs of each child. Though accountability for teachers continues to be foundational for current educational reform, there is not a consistent model, approach or tool to evaluate the impact of teachers on student learning. This policy evaluation examines the alignment of existing teacher evaluation policies and practices with identified “best practices” in current research on teacher effectiveness. Using a scale developed from this research, existing teacher evaluation policies are evaluated and the degree of alignment between evaluation policies and current literature on teacher effectiveness are explored.

Authors

• Jim C. Smith, Academy School District 20, Colorado Springs

• John M. Weathers, Lehigh University