Professional Development: Washington

Retaining Effective Teachers Policy

Goal

The state should require professional development to be based on needs identified through teacher evaluations.

Meets goal in part
Suggested Citation:
National Council on Teacher Quality. (2011). Professional Development: Washington results. State Teacher Policy Database. [Data set].
Retrieved from: https://www.nctq.org/yearbook/state/WA-Professional-Development-9

Analysis of Washington's policies

Washington requires that teachers be given written feedback following each observation conducted for the purpose of evaluation. The state does not have policy that connects professional development to teachers' evaluations.

Citation

Recommendations for Washington

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 aim of increasing their effectiveness in the classroom. Washington should ensure that districts utilize teacher evaluation results in determining professional development needs and activities.

State response to our analysis

Washington recognized the factual accuracy of this analysis. The state noted that "there is a strong emphasis on professional growth and accountability in the new teacher system (Teacher/Principal Evaluation Pilot)." Washington added that there is an intent to use the new evaluation system to inform teacher professional development and learning. 

Research rationale

For evidence of the benefits of feedback from evaluation systems, and the potential for professional development surrounding that feedback, 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).

Much professional development, particularly those that are not aligned to specific feedback from teacher evaluations, has been found to be ineffective.  For evidence see M. Garet, "Middle School Mathematics Professional Development Impact Study: Findings After the Second Year of Implementation." Institute of Education Sciences (2011).

For additional evidence regarding best practices for professional development, see "The Deliver, Financing, and Assessment of Professional Development in Education: Pre-Service Preparation and In-Service Training." The Finance Project (2003).