High-Quality Evaluation Rollout: Race to the Top Resources
Implementation and Support Unit (ISU)

You are here: ISU Home > RTT Technical Assistance > Teacher & Leader Effectiveness/Standards & Assessments > Evaluation Rollout

States are working to make educator evaluations more reflective of effective instruction, more attentive to student learning, more diagnostic and more informative for making human resources decisions. Changing familiar patterns presents challenges both for teachers and for those evaluating them, as performance expectations and roles shift. The Teacher and Leader Effectiveness & Standards and Assessment Community of Practice (TLE-SA CoP) assists States as they introduce new evaluation systems. This CoP urges States to engage with teachers, both to explain the systems and invite feedback for improving them.


TLE Webinar

  • Developing Data Dashboards and Scorecards to Improve Educator Evaluation Reporting and Management

    The Reform Support Network (RSN) co-hosted a webinar on “Developing Data Dashboards and Scorecards to Improve Educator Evaluation Reporting and Management” on June 5, 2014, with the ESEA Flexibility team. The webinar presented information and resources that have been gathered through the RSN’s Quality Evaluation Rollout (QER) Work Group subgroup on Data Analytics. Data dashboards and scorecards can be effective tools for States and districts to report on key educator evaluation metrics and regularly manage the new systems. During the webinar, States reviewed the key features of data dashboards and scorecards and how to build and use them to manage educator evaluation systems. States also heard lessons learned from representatives of Delaware and New Jersey as they begin implementing these tools. You may access materials from the webinar on the Quality Evaluation Rollout Work Group Webpage.  An archived recording of the webinar can be accessed here.

  • Promising Practices for States in Supporting Teacher Compensation Reform
    This publication shares lessons learned and promising practices based on State and school district experiences with teacher compensation reform. In spring 2013, the Tennessee State Board of Education passed a new policy requiring the Tennessee Department of Education to help school districts design new teacher compensation systems, many of which will take effect in school year 2014-2015. To assist Tennessee in its support of local districts transitioning to differentiated pay plans for teachers, the Reform Support Network organized a virtual peer feedback session in June 2013. This report summarizes the advice from experts to Tennessee on topics such as engaging stakeholders, creating bold pay models, developing training sessions and collecting and acting on feedback. The report broadens the Tennessee-specific feedback to make it relevant to States and districts working to better align compensation systems with performance.

  • Promising Practices in Approving and Renewing Principal Preparation Programs
    This publication outlines steps States can take to strengthen the approval and renewal processes of their principal preparation programs.

  • Systems for Approving Professional Development Providers: An Introduction
    This report introduces systems for approving professional development providers as they currently operate in two State education agencies (SEAs) and two professions outside of education. The report introduces the topic and guides readers toward more detailed information.

  • Making High-Quality Teacher Evaluation Manageable
    This publication explores quickly deployable, high-impact tactics that SEAs and LEAs are using to make their evaluation systems more manageable. It also examines the foundation upon which States and school districts must build high-quality, manageable evaluation systems.

  • Promoting Evaluation Rating Accuracy: Strategic Options for States
    This report summarizes the outcomes of a discussion among a group of State and district officials, teachers and principals, and external experts in educator evaluations and strategic communications who gathered in the District of Columbia to examine early results from evaluation systems in two States.

  • Baltimore's Career Pathways Initiative for Teachers
    This publication describes Baltimore's Model Pathway, the process for becoming a Model Teacher, and lessons the LEA learned from working with teachers and the Baltimore Teacher's Union to negotiate their new differentiated career pathways and compensation.

  • Superintendents Speak: Local Perspectives on the Tennessee Educator Acceleration Model's First Year
    This publication highlights a series of video clips in which LEA level officials from Tennessee provide their local perspective and views from the ground on the Tennessee Educator Acceleration Model (TEAM), a comprehensive new teacher evaluation system based on multiple measures of teacher performance.

  • Transition to TEAM: First-Year Reflections on Implementing a New Teacher Evaluation System in Tennessee
    This paper describes Tennessee's transition to the Teacher Educator Acceleration Model (TEAM) and illustrates implementation challenges and lessons learned.

Communication and Engagement

Print this page Printable view Bookmark  and Share
Last Modified: 07/08/2014