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Redesigning Teacher Evaluation: Lessons from a Pilot Implementation


Research Alliance: Northeast Educator Effectiveness Research Alliance

Principal Investigator: Julie Riordan

In collaboration with the Northeast Educator Effectiveness Research Alliance (NEERA) and the New Hampshire Department of Education, REL Northeast & Islands examined the implementation of new district teacher evaluation systems in the eight New Hampshire districts that received a School Improvement Grant.

The study compares district plans, measures implementation fidelity, and examines factors affecting implementation, including: 

  • Time and resource capacity
  • Initial and ongoing evaluator training
  • Development of student learning objectives
  • Support of stakeholders, including teachers, unions, and evaluators
  • Professional school climate

NEERA is focused on providing research to support states’ and districts’ development, implementation, and evaluation of new educator evaluation systems. This project responds to a request from the New Hampshire Department of Education, through an alliance member, to study the pilot implementation of the state’s new guidelines for teacher evaluation.

A wide array of studies has called attention to the limitations of traditional educator evaluations, in particular their inability to differentiate among teachers and link teacher evaluations to student learning outcomes. In October 2011, the NHDOE released a set of guidelines for a new statewide framework for teacher evaluation that includes multiple measures of student learning and teacher performance. The state then required its 15 School Improvement Grant (SIG) schools to design and implement new teacher evaluation systems aligned with the new state guidelines during the 2012–13 school year.

The purpose of this study is to describe: (1) the features of the new teacher evaluation system in each SIG school, (2) the fidelity of implementation of the new evaluation systems during the pilot year as well as the factors that influence implementation, (3) the extent to which schools use their multiple rating systems to differentiate across teachers, and (4) the changes in teachers’ perceptions of professional school climate during the pilot implementation year. 

To complete the study, researchers used document reviews, survey responses, and interview data. The study population included teachers, principals, and evaluators located in New Hampshire’s SIG schools during the 2012–13 school year. 

View the report.

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Stated Briefly: Redesigning Teacher Evaluations: Lessons from a Pilot Implementation

Redesigning Teacher Evaluation: Lessons from a Pilot Implementation

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