Teacher Evaluation in Four High-Performing Urban Charter Schools

• In Event: Policy Issues Related to Teacher Evaluation

Abstract

Teacher evaluation and charter schools have attracted growing attention and are currently major aspects of the federal government’s Race to the Top competition. In this study, I used qualitative methods to examine a topic about which virtually nothing is known: how charter schools conduct teacher evaluation. Based on data from four high-performing urban charter schools, I found that they developed and deployed personnel strategically to increase teacher evaluation’s influence on teachers’ instruction. Moreover, these schools downplayed the connection between teacher evaluation and dismissal or recognition for excellent performance. Thus, despite increased freedom to hire, develop, recognize, or fire teachers, these schools experienced constraints and opportunities regarding teacher evaluation that resembled those of conventional schools.

Author

• Morgaen L. Donaldson, University of Connecticut