Evaluation of Effectiveness : Oklahoma

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 : Oklahoma results. State Teacher Policy Database. [Data set].
Retrieved from: https://www.nctq.org/yearbook/state/OK-Evaluation-of-Effectiveness--8

Analysis of Oklahoma's policies

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

The state requires that 50 percent of the ratings of teachers must be based on quantitative components: 35 percent based on student academic growth using multiple years of standardized test data, as available, and 15 percent based on other academic measurements.

Classroom observations are required, and teachers must be rated based on the following categories: superior, highly effective, effective, needs improvement and ineffective.

Recommendations for Oklahoma

Clarify statutory language to ensure that objective measures are utilized.
Although it appears to be the intention of Oklahoma to make student achievement the preponderant criterion of teacher evaluations, the state should solidify its language regarding "other academic measurements" to guarantee the inclusion of objective measurements rather than subjective ones like teacher-assigned grades. While there is certainly a place for more subjective measures in the evaluation system, the state should ensure that evidence of student learning is in fact the most significant factor.

State response to our analysis

Oklahoma recognized the factual accuracy of this analysis.

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