A high-quality, comprehensive teacher evaluation system has an important impact on strengthening the teaching force in your district. The first step in developing a strong evaluation system is to identify your district’s current strengths and areas for growth. The Performance Management Scorecard provides a snapshot assessment of your district’s current teacher evaluation system. The nine questions in the scorecard are drawn from Managing Educator Talent: A Research-Based Framework for District and State Policymakers—also called the METworks^SM Framework. This framework is designed to support districts in critically examining the key components of educator talent management. (Additional information about METworks, our solutions for Managing Educator Talent^SM, is available online.)

Although the Performance Management Scorecard does not delve deep into the underpinnings of your current teacher evaluation system, it does provide a good starting place for conversations as your district enters into the reform process. At the end of the scorecard, we have provided several valuable and downloadable resources on teacher evaluation and suggest next steps to enhancing teacher evaluation in your district.

Instructions: Please check the circle that most closely describes the teacher evaluation system in your school district.

1.

Types of Educators Evaluated

a. Only core content teachers (mathematics, English/language arts, science, and social studies) are evaluated in our district. b. A range of educators are evaluated, using the same general evaluation methods as core content teachers, including English language learner (ELL) teachers, special education teachers, instructional coaches, guidance counselors, nonteaching staff (administrative assistants, custodians), and principals. c. Evaluations are tailored to the specific nature of the work of different types of educators, including core content teachers, ELL teachers, special education teachers, instructional coaches, guidance counselors, nonteaching staff (administrative assistants, custodians), and principals.

2.

Use of Evaluation

a. Teachers are evaluated and told how they scored and why, but these evaluations are not tied to rewards for highly effective teachers, sanctions for those who are found not to be very effective, or meaningful opportunities for growth and professional development. b. Teacher evaluations are detailed but to the extent that they are tied to rewards, sanctions, or meaningful professional development at all, they are not done so widely, systematically, or with rigor. c. Detailed feedback from our teacher evaluation system is used throughout the year to make important decisions, such as professional development, tenure, promotion, dismissal, and assignment.

3.

Comprehensiveness of Evaluation System Here is a list of teacher performance measures: Student performance on annual standardized achievement tests Student performance on classroom tests (e.g., curriculum-based measures) Evaluation of student artifacts and work judged according to rubrics Unique assessments for teachers in nontested grades and subjects Unique assessments for teachers of at-risk populations Review of teacher portfolios Student surveys Parent surveys Self-report measures Principal evaluation Goal-driven professional development Classroom observations

a. Our district relies on 1-2 of the above measures to assess teacher performance. b. Our district relies on 3-5 of the above measures to assess teacher performance. c. Our district relies on 6 or more of the above measures to assess teacher performance.