In the past few years, nearly all states have passed legislation that revises how teachers are evaluated. Reforms around teacher evaluation and, in particular, efforts to assess teachers on the basis of student achievement have sometimes resulted in confrontations between teachers and school districts. But confrontation and conflict are not the dominant themes in all districts seeking to reform teacher evaluation. Some districts have successfully used a collaborative approach in developing their new evaluation systems.
Please join the Center for American Progress for a discussion about one district’s efforts to develop and implement a new evaluation system in a cooperative manner. We will release two reports by Morgaen Donaldson: “Teachers’ Perspectives on Evaluation Reform” and “Reforming Teacher Evaluation: One District’s Story,” written with John Papay.
The reports provide findings based on a study conducted in one anonymous urban, northeastern district. A leader in teacher evaluation reform, the school district has been recognized at state and national levels for the collaboration that has characterized the development and implementation of its new evaluation program and for the use of student achievement in the evaluation system. The effort has garnered support from key stakeholders: teachers, school and district leaders, the teachers’ union, and the city school board. The report on teachers’ perspectives on evaluation reform provides rare insight into teachers’ reactions and the resulting influence on instruction.
Morgaen L. Donaldson, Assistant Professor of Educational Leadership, University of Connecticut’s Neag School of Education
Segun Eubanks, Director of Teacher Quality at National Education Association
Bernadeia H. Johnson, Superintendent, Minneapolis Public Schools
Carmel Martin, U.S. Dept. of Education, Assistant Secretary for Planning, Evaluation and Policy Development
Cynthia G. Brown, Vice President, Education Policy, Center for American Progress