Linking Evaluation to Professional Growth:
Idaho
Teacher and Principal Evaluation Policy
Note
The data and analysis on this page is from 2019. View and download the most recent policy data and analysis on Linking Evaluation to Professional Growth in Idaho from the State of the States 2022: Teacher and Principal Evaluation Policies report.
Analysis of Idaho's policies
Evaluation Feedback: Idaho requires that state-approved evaluation systems include the method through which results of evaluations will be communicated to teachers and also procedures for providing remediation when it "is determined to be an appropriate course of action."
Professional Development: Idaho does not specifically link professional development requirements to evaluation results.
Improvement Plans: Idaho requires all teachers to have Individualized Professional Learning Plans (IPLP) based on their evaluation results.
Evaluation Rating Categories: Idaho requires at least three rating categories: proficient, basic and unsatisfactory.
Recommendations for Idaho
Require that evaluation systems provide teachers with feedback about their performance.
Although Idaho requires that results of evaluations are communicated to teachers, this only ensures that teachers will receive their ratings, not necessarily that they will receive feedback on their performance. Idaho should specify that teachers should receive specific feedback on identified strengths and areas that need improvement.
Ensure that professional development is aligned with findings from teachers' evaluations.
Professional development that is not informed by evaluation results may be of little value to teachers' professional growth and the aim of increasing their effectiveness in the classroom. Idaho should ensure that districts utilize teacher evaluation results in determining professional development needs and activities.
State response to our analysis
Idaho was helpful in providing NCTQ with the facts necessary for this analysis.
Updated: December 2017
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Idaho
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How we graded
7D: Linking Evaluation to Professional Growth
- System Feedback: The state should require that evaluation systems provide teachers with adequate feedback about their performance.
- Improvement Plans: The state should require that all teachers who are rated as ineffective, unsatisfactory, needs improvement or its equivalent must be placed on a performance improvement plan.
- Aligned Professional Development: The state should require districts to align professional development content with the findings from teachers' evaluations.
- Rating Categories: The state should require that evaluation instruments differentiate among various levels of teacher performance beyond a binary system. A system that merely categorizes teachers as satisfactory or unsatisfactory is inadequate.
One-quarter of the total goal score is earned based on the following:
- One-quarter credit: The state will earn one-quarter of a point if the state evaluation system provides teachers with adequate feedback about their performance.
One-quarter of the total goal score is earned based on the following:
- One-quarter credit: The state will earn one-quarter of a point if it requires that all teachers who are rated ineffective, unsatisfactory, needs improvement or its equivalent are placed on a performance improvement plan.
One-quarter of the total goal score is earned based on the following:
- One-quarter credit: The state will earn one-quarter of a point if it directs districts to align professional development activities with findings from teachers' evaluations.
One-quarter of the total goal score is earned based on the following:
- One-quarter credit: The state will earn one-quarter of a point if its evaluation system requires at least three rating categories.
Research rationale
Professional development should be connected to needs identified through teacher evaluations. The goal of teacher evaluation systems should be not just to identify highly effective teachers and those who underperform but to help all teachers improve. Even highly effective teachers may have areas where they can continue to grow and develop their knowledge and skills.[1] Rigorous evaluations should provide actionable feedback on teachers' strengths and weaknesses that can form the basis of professional development activities. Too often professional development is random rather than targeted to the identified needs of individual teachers. Failure to make the connection between evaluations and professional development squanders the likelihood that professional development will be meaningful.[2]
Many states are only explicit about tying professional development plans to evaluation results if the evaluation results are bad. Good evaluations with meaningful feedback should be useful to all teachers, and if done right should help design professional development plans for all teachers—not just those who receive poor ratings.[3]
To further increase the utility and validity of evaluation systems, states should require that evaluation instruments differentiate among various levels of teacher performance rather than only giving binary satisfactory/unsatisfactory ratings. Binary rating systems often offer little meaning because virtually all teachers receive satisfactory ratings.[4] More rating categories allow for more nuanced distinctions between levels of teacher performance.
[1] For evidence of the benefits of feedback from evaluation systems, and the potential for professional development surrounding that feedback, see: Kane, T. J., Wooten, A. L., Taylor, E. S., & Tyler, J. H. (2011). Evaluating teacher effectiveness. Education Next, 11(3). Retrieved from http://educationnext.org/files/ednext_20113_research_kane.pdf; Taylor, E. S., & Tyler, J. H. (2011). The effect of evaluation on performance: Evidence from longitudinal student achievement data of mid-career teachers (No. w16877). National Bureau of Economic Research. Retrieved from http://www.nber.org/papers/w16877
[2] Much professional development, particularly those that are not aligned to specific feedback from teacher evaluations, has been found to be ineffective. For evidence see: Garet, M. S., Wayne, A. J., Stancavage, F., Taylor, J., Eaton, M., Walters, K., ... & Sepanik, S. (2011). Middle school mathematics professional development impact study: Findings after the second year of implementation (NCEE 2011-4024). National Center for Education Evaluation and Regional Assistance. Retrieved from http://ies.ed.gov/ncee/pubs/20114024/pdf/20114024.pdf
[3] For additional evidence regarding best practices for professional development, see: Neville, K. S., & Robinson, C. J. (2003). The delivery, financing, and assessment of professional development in education: Pre-service preparation and in-service training. Retrieved from http://eric.ed.gov/?id=ED482979
[4] Weisberg, D., Sexton, S., Mulhern, J., Keeling, D., Schunck, J., Palcisco, A., & Morgan, K. (2009). The widget effect: Our national failure to acknowledge and act on differences in teacher effectiveness. New Teacher Project. Retrieved from
http://files.eric.ed.gov/fulltext/ED515656.pdf