Lessons Learned From the Implementation of a Formative Teacher Evaluation System

• In Event: Park Central Roundtable Session 13
  In Roundtable Session: Professional Development and Evaluation of Teachers

Abstract

Scholarship in the field of teacher evaluation has increased recently following seminal studies on its importance (Kane & Staiger, 2011; Weisberg et al., 2009) and federal policy incentivizing its use (U.S. Department of Education, 2009). Scholarship began with agreement about the importance of valid tools and reliable methods, but gave way to disagreement. Many vocal researchers support summative uses (e.g. Hanushek & Rivkin, 2006), while others call for formative approaches, linked to professional learning (e.g. Sinnema & Robinson, 2007). This study provides a description of a formative teacher evaluation system at one large charter school. It explores how the evaluation system was constructed and what the outcomes have been for teacher learning and the school’s climate.

Authors

• Heba Abdo, Rutgers University

• Carolyn Ross, Rutgers University