Teacher Evaluation Reform

Focus,
Feedback,
What benefits and
pitfalls do teachers
perceive when states

and Fear
mandate more
rigorous teacher
evaluation?

Morgaen L. Donaldson

A
s anyone involved with U.S. public
schools knows, teacher evaluation has
swept the country in the past six years.
Through Race to the Top and No
Child Left Behind waivers, the federal government
has pushed, prodded, and cajoled districts and
schools to overhaul the way they assess teachers.
Since 2009, 46 states have reformed their teacher
evaluation systems, incorporating such elements
as student performance measures, standards-based
classroom observations, and even parent and
student feedback (Steinberg & Donaldson, 2015).
What do we know about how teachers are expe-
riencing these changes? What has this boldbut
fiscally and politically expensiveexperiment with
more rigorous teacher evaluation brought us?

72 Educational Leadership / May 2016

Donaldson_REV.indd 72 4/6/16 7:44 PM

 What Teachers Say about Teacher
Evaluation Reforms
My colleagues and I have studied teacher evalu-
ation reform over the past eight years. Among
other things, weve conducted annual interviews
and surveys with teachers, principals, and central
office leaders in New Haven, Connecticut since
2010. In 20122013, we conducted a study in
14 districts in Connecticut that included surveys
of more than 500 teachers and interviews with
a stratified random sample of about 400 edu-
cators.1
Under Connecticuts Core Requirements,
passed in 2012, districts in the state are required
to assess teachers using multiple measures: their
performance on multiple formal and informal
observations per year; parent or peer feedback;
whole-school measures of student learning or
student feedback; and the degree to which they
attain their Student Learning Objectives (goals
based on student performance, which are jointly
set by teachers and their evaluators). Heres
what educators told us about the effects of these
reforms.
Teachers Favor the General
Contours of Evaluation Reform
Across the research projects weve conducted,
many teachers recognize the failings of tradi-
tional teacher evaluation. They express a desire
for improved evaluation systems that hold high
standards for teaching and that provide more and
better feedback on their instruction. They also
want to have a hand in shaping these new models
(Donaldson & Papay, 2015). As one New Haven
teacher said, We have to have some account-
ability. Its better for us to be in charge of our
own evaluation rather than letting the state do
it.
In particular, teachers favored the inclusion
of multiple measures of teacher performance.
For instance, one teacher said she liked the fact
that the new evaluation system gathered data
throughout the year. And then, it follows up
Donaldson.indd 73
with data the next year. So, its more of the whole
picture of who the teacher is rather than a small
snapshot.
Teachers also noted that the new evaluation
system was, in one teachers words, much more
comprehensive and more thorough than pre-
vious systems. Some teachers also felt the new
system raised the bar for teaching, while main-
taining fairness. A New Haven teacher explained
that under the new evaluation model, an admin-
istrator can get rid of a teacher who is not doing
their job . . . . It opens up that door but with
checks and balances so that its not a personality
thing where an administrator just doesnt like
someone.
We have to have some
accountability. Its better for us
to be in charge of our own evaluation
rather than letting the state do it.
Despite their appreciation for the general
contours of teacher evaluation reform, teachers
sometimes took issue with aspects of their
schools new evaluation system. For example,
many individuals reported that they had received
little guidance on crafting Student Learning
Objectives (SLOs), and they feared that this lack
of guidance would lead teachers who set more
modest goals to unfairly earn higher ratings than
teachers who set more ambitious targets. One
teacher in a focus group described how her expe-
rience differed from that of her colleagues: We
had different supervisors and so we got different
messages, and I think we got different feedback
and different structures around how to construct
our SLOs. This teacher heard the message,
make it generic, make it easy to obtain. In con-
trast, her colleague stated that she heard, aim
high.
ASCD / w w w . ascd . o r g 73
3/31/16 4:21 PM
 With districts and states under pressure to
remove ineffective instructors, other teachers
worried that principals would capitalize on
public sentiment and modified tenure laws to
use the new system to pursue the dismissal of
teachers they didnt like. And others simply felt
that the increased paperwork required under the
new system would result in few real improve-
ments in instruction.
Reforms Have Changed Teachers Practice
The requirement to include student performance
data in evaluation appears to have spurred
changes in teachers practice. In our 14-district
study, nearly
three-quarters
EL Online of teachers
(74 percent)
For a discussion of value-added
measures, see the online article
reported
How Does Value-Added Data Affect Teachers? spending more
by Jennifer L. Jennings and Aaron M. Pallas at time on goal-
setting than
www.ascd.org/el/0516jennings.
in previous
years, and 53
percent of those who spent more time on goal-
setting noted that this activity was valuable. In
addition, 64 percent of teachers said they spent
more time analyzing student data, and 68 percent
of that group found this time valuable.
In interviews, teachers consistently report that
the inclusion of student performance data in
their evaluations increases their focus on these
measures (Donaldson, 2013). All the districts in
which weve conducted research have empha-
sized teachers analysis of data for years, offering
professional development on data analysis and
holding meetings where teachers shared and ana-
lyzed data together.
Teachers reported that the inclusion of
student achievement goals in new evaluation
systems increased their consideration of student
achievement in their day-to-day teaching. For
example, one teacher said her districts new
evaluation system has made all of us look at
data moreso youre making sure that youre
reaching that [evaluation] goal. Another teacher
described how the new evaluation system
prompted her to consider the link between her
instruction and student performance, saying
74 Educational Leadership / May 2016
Donaldson_REV.indd 74
that the system forced me to look at my own
teaching and slow down and think about
whats important.
Although the fact that new evaluation systems
increase teachers focus on student achievement
seems positive on the surface, it also raises con-
cerns. Key questions include,
n Although teachers are spending more
time setting goals, are the new evaluation
systems helping them target the most essential
content for students to learn? Or are their goals
addressing content thats less important and
diverting instruction away from the concepts stu-
dents most need to learn?
n Does the inclusion of student performance
data in their evaluations lead teachers to spend
more time with certain students at the expense
of others? Much has been written about stan-
dardized tests and teachers focus on the so-
called bubble kids. Do new teacher evaluation
systems exacerbate this tendency?
n Does teachers increased focus on student
assessment scores lead them to slow down
instruction so much that students overall
learning is impeded?
Teachers Value Feedback, But They Want More
Although much has been made about including
student test scores in teachers evaluations, by
far the most common and most heavily weighted
component of the new evaluation systems is
that oldie but goodieclassroom observation
(Steinberg & Donaldson, 2015). Teachers consis-
tently reported that they valued the observations
and feedback they received through the new
evaluation system.
Teachers comments also suggested that one
of the most potentially beneficial aspects of the
system is the opportunity for more evidence-
based conversations between leaders and teachers
about teachers practice. One teacher spoke for
many in saying, the best thing out of the whole
process was being able to sit down numerous
times with my evaluator and say, Tell me what
you saw. I want to know. Of those teachers
who reported spending more time in post-
observation conferences, 69 percent found this
experience valuable.
However, as with the finding regarding
4/6/16 7:44 PM
 teachers increased focus on student ADVICE TO MYSELF AS A FIRST-YEAR TEACHER
performance, there is a cautionary
note. In interviews, principals admitted
that they struggled to find the time to
meet the new systems requirements Dear Tracy,
for expanded classroom observations. As a brand new teacher, you have grand
Only 50 percent of teachers reported
that they were observed more than in
aspirations to propel your students. . .
previous years, and only 37 percent
...to achieve beyond measure. Although thats admirable, my
said they had spent more time in post-
observation conferences. Across the 14 suggestion to you is to trust the process. Every lesson plan, parent
districts, 7 percent of teachers reported conference, professional development, child study meeting, PLC, walk-
they received no feedback from their through, assessment, and evaluation plays a part in the growth of your
evaluator, and 21 percent reported students. At times it may appear that these things get in the way. They
receiving feedback only once. Some will overwhelm you, but dont get discouraged. Continue to combine
teachers told us that they received your passion for teaching with your use of best practices to help your
hurried, late, or mediocre feedback.
students grow. You may not be the one to see your students growth,
In schools with fewer resources and
but it will eventually manifest itself. Its all part of the process.
more pressing student needs, teachers
were more likely to report that their Tracy Jennings, teacher,
feedback from evaluators occurred by Southfield Public Schools, Southfield, Michigan
e-mail and lacked substance (Don-
aldson, Woulfin, LeChasseur, & Cobb,
forthcoming).
The most common and most heavily
New Evaluation Requirements
Can Cause Fear weighted component of the new
Many teachers reported that new systemsespe-
cially the use of student test scores for evalu-
evaluation systems is that oldie but
ationcaused them tension, stress, and anxiety,
at least initially (Donaldson, Anagnostopoulos,
goodieclassroom observation.
& Yang, 2015). For example, one teacher said,
Now, when I administer the test, as opposed to Stress and anxiety seemed to arise mostly from
just looking at the data and saying Oh, this kid the inclusion of student performance data in
dropped; why did he drop? theres that imme- teachers evaluations and the higher stakes for
diate thought, Oh no, this kid dropped; how teachers evaluations. In our 14-district study,
is that going to affect my TEVAL score? She only 29 percent of teachers felt they would
added, Theres a lot more pressure, and it feels get appropriate support if they received a low
like the stakes are much higher because how rating; they were worried about being penalized
students do now directly influences what your for a rating without receiving adequate help to
rating will be. improve it. Teachers also worried that expecta-
Stress also arose when teachers observed some tions might be too high; 60 percent of teachers
of their colleagues being dismissed because of agreed or strongly agreed that some excellent
poor performance ratings. One teacher said, teachers would receive ratings lower than they
When you see some of the teachers who were should under the new system.
dismissed, you look to yourself and think, OK, In some situations, a certain level of stress
well I dont do this some days, and you try to may not affect performanceor could actually
evaluate yourself based on that. Its just human improve it (Crum, Salovey, & Achor, 2013).
nature to be worried about that. But if stress is more pronounced, it can suppress

ASCD / w w w . ascd . o r g 75

Donaldson_REV.indd 75 4/6/16 7:44 PM

 The key to getting the most out of
teacher evaluation is figuring out how
to implement it in a way that challenges,
supports, and motivates teachers.
teachers job commitment and per-
formance (Collie, Shapka, & Perry,
2012; Skaalvik & Skaalvik, 2011). We
did not collect data on the magnitude
of teachers stress or anxiety, but
school and district leaders would be
wise to attend to this careful balance
between setting high expectations for
teachers performance and ensuring
that teachers are not immobilized
by anxiety, thereby reducing their
enjoyment of teaching, their capacity
to learn through evaluation, and their
ultimate success in the classroom.
Where Do We Go From Here?
Across our studies, we found cause
for cautious optimism regarding the
implementation of new teacher evalua-
tions in U.S. schools. Overall, teachers
favored the aims of current reforms
and welcomed the increased feedback
that new systems have produced.
However, they articulated real fear and
anxiety in the early years of evaluation
reform. This remains a factor that
district and school leaders should con-
sider as they strive to improve teacher
evaluation.
The new Every Student Succeeds
Act devolves much of the authority
for teacher evaluation to the local
level. The danger is that, in an effort
to manage teachers and quite pos-
sibly principals stress or to mitigate
the sheer exhaustion brought about by
implementing new evaluation systems
and the Common Core, states and dis-
tricts will revert to largely perfunctory,
ineffectual methods for evaluating
teachers. Equally dangerous, but
76 Educational Leadership / May 2016
Donaldson.indd 76
probably less likely, is the possibility
that state and district leaders will fail
to learn from the early years of imple-
mentation of new systems. The most
promising path for the years to come,
as I see it, is to recognize teacher eval-
uations potential to improve teaching
and learning and also to maintain the
commitment to learning from past
missteps to enhance teacher evalu-
ation.
The key to getting the most out
of teacher evaluation is figuring out
how to implement it in a way that
challenges, supports, and motivates
teachers. This is a tall order. It requires
robust evaluation instruments, skilled
and conscientious district and school
leaders, and teachers who are willing
to take risks, self-evaluate, and learn.
It also requires endurance.
Schools and districts have come far
in implementing new systems. Now
its time to see whether educators will
commit tso them long enough to reap
the benefits. EL
1
For a fuller discussion of the results of
this 14-district survey, see Donaldson, M.,
Cobb, C., LeChasseur, K., Gabriel, R., Gon-
zales, R. Woulfin, S. & Makuch, A. (2014).
An evaluation of the pilot implementation
of Connecticuts system for educator evalu-
ation and development. Storrs, CT: Center
for Education Policy Analysis. Available
at www.connecticutseed.org/wp-content/
uploads/2014/01/Neag_Final_SEED_
Report_1-1-2014.pdf
References
Collie, R. J., Shapka, J. D., & Perry, N. E.
(2012). School climate and social-emo-
tional learning: Teacher stress, job sat-
isfaction and teaching efficacy. Journal
of Educational Psychology, 104(4):
11891204.
Crum, A. J., Salovey, P., & Achor, S.
(2013). Rethinking stress: The role
of mindsets in determining the stress
response. Journal of Personality and
Social Psychology, 104(4), 716733.
Donaldson, M. L. (2013). How do teachers
respond to being evaluated based on their
students achievement? Evidence from
New Haven, CT. Paper presented at the
annual conference of the American
Educational Research Association, San
Francisco, California.
Donaldson, M., Anagnostopoulos, D.,
& Yang, M. (2015). How do teachers
respond to teacher evaluation? The role of
emotions. Paper presented at the annual
meeting of the Association of Education
Finance and Policy, Washington DC,
February 2015.
Donaldson, M., & Papay, J. (2014).
Teacher evaluation for accountability
and development. In H. F. Ladd and M.
Goertz (Eds.), Handbook of research in
education finance and policy. Taylor and
Francis E-books.
Donaldson, M., & Papay, J. (2015). An
idea whose time had come: Negoti-
ating teacher evaluation reform in New
Haven, CT. American Journal of Edu-
cation, 122(1), 3970.
Donaldson, M., Woulfin, S., LeChasseur,
K., & Cobb, C. (forthcoming). Teachers
learning in the context of teacher evalu-
ation. Equity and Excellence in Education.
Skaalvik, E. M., & Skaalvik, S. (2011).
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tions with school context, feeling of
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Teaching and Teacher Education,
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Steinberg, M., & Donaldson, M. (2015,
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NCLB era. Education Finance and Policy.
Retrieved from http://cepa.uconn.edu/
wp-content/uploads/sites/399/2014/02/
The-New-Educational-Accountability_
policy-brief_8-19-14.pdf
Morgaen L. Donaldson (morgaen.
donaldson@uconn.edu) is an associate
professor and director of the Center for
Education Policy Analysis, Neag School
of Education, University of Connecticut.
3/31/16 4:21 PM
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