Evaluation of Effectiveness : Delaware

Identifying Effective Teachers Policy

Look at National Findings

Goal

The state should require instructional effectiveness to be the preponderant criterion of any teacher evaluation.

Meets goal

Suggested Citation:
National Council on Teacher Quality. (2011). Evaluation of Effectiveness : Delaware results. State Teacher Policy Database. [Data set].
Retrieved from: https://www.nctq.org/yearbook/state/DE-Evaluation-of-Effectiveness--8

Analysis of Delaware's policies

Commendably, Delaware requires that objective evidence of student learning be the preponderant criterion of its teacher evaluations.

The state now requires a uniform teacher evaluation based on student achievement. Teachers cannot be rated "effective" unless they have met growth targets. When it comes to measuring student improvement, a teacher's students must collectively demonstrate appropriate levels of student growth as benchmarked against standards to be set by the secretary based on input from stakeholder groups.

Further, classroom observations are required, as are the following four evaluation categories: highly effective, effective, needs improvement and ineffective.

Recommendations for Delaware

State response to our analysis

Delaware recognized the factual accuracy of this analysis. The state added that NCTQ's description of its statewide evaluation system, DPAS II, does not reflect Charlotte Danielson's framework and the accompanying evidence rubrics, which are the foundation for components one to four of the evaluation system.

Frequency of Evaluations

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Delivering Well Prepared Teachers

Expanding the Pool of Teachers

Identifying Effective Teachers

Retaining Effective Teachers

Exiting Ineffective Teachers

Research rationale

Reports strongly suggest that most current teacher evaluations are largely a meaningless process, failing to identify the strongest and weakest teachers. The New Teacher Project's report, "Teacher Hiring, Assignment and Transfer in Chicago Public Schools (CPS)" (July2007) at: http://www.tntp.org/files/TNTPAnalysis-Chicago.pdf, found that the CPS teacher performance evaluation system at that time did not distinguish strong performers and was ineffective at identifying poor performers and dismissing them from Chicago schools. See also Brian Jacobs and Lars Lefgren, "When Principals Rate Teachers," Education Next (Spring 2006). Similar findings were reported for a larger sample in The New Teacher Project's The Widget Effect (2009) at: http://widgeteffect.org/. See also MET Project (2010). Learning about teaching: Initial findings from the measures of effective teaching project. Seattle, WA: Bill & Melinda Gates Foundation.

A Pacific Research Institute study found that in California, between 1990 and 1999, only 227 teacher dismissal cases reached the final phase of termination hearings. The authors write: "If all these cases occurred in one year, it would represent one-tenth of 1 percent of tenured teachers in the state. Yet, this number was spread out over an entire decade." In Los Angeles alone, over the same time period, only one teacher went through the dismissal process from start to finish. See Pamela A. Riley, et al., "Contract for Failure," Pacific Research Institute (2002).

That the vast majority of districts have no teachers deserving of an unsatisfactory rating does not seem to correlate with our knowledge of most professions that routinely have individuals in them who are not well suited to the job. Nor do these teacher ratings seem to correlate with school performance, suggesting teacher evaluations are not a meaningful measure of teacher effectiveness. For more information on the reliability of many evaluation systems, particularly the binary systems used by the vast majority of school districts, see S. Loeb et al, "Evaluating Teachers: The Important Role of Value-Added." The Brookings Brown Center Task Group on Teacher Quality (2010).

There is growing evidence suggesting that standards-based teacher evaluations that include multiple measures of teacher effectiveness—both objective and subjective measures—correlate with teacher improvement and student achievement. For example see T. Kane et al, "Evaluating Teacher Effectiveness." Education Next Vol 11 No. 3 (2011); E. Taylor and J. Tyler, "The Effect of Evaluation on Performance: Evidence from Longitudinal Student Achievement Data of Mid-Career Teachers." National Bureau of Economic Research (2011); as well as Herbert G. Heneman III, et al., "CPRE Policy Brief: Standards-based Teacher Evaluation as a Foundation for Knowledge- and Skill-based Pay," Consortium for Policy Research, 2006.

State Teacher Policy