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Lessons from D.C.'s evaluation system

By Learning Forward
December 2011
Vol. 32 No. 6
As a nation, we are changing the way we evaluate teachers, moving from a patchwork of weak and haphazard approaches to whole data-driven systems with dramatically high stakes. From Memphis to Chicago to Baltimore, districts and states are working to develop these systems, acknowledging the crucial role played by teachers and pushed toward greater accountability by competitive federal grant programs. At least 40 states have applied to the U.S. Department of Education for waivers that, in exchange for more flexibility on No Child Left Behind provisions, require comprehensive teacher evaluation systems (U.S. Department of Education, n.d.).  As they embark on this challenging task, districts can take some lessons from the successes and shortcomings of an evaluation system that is often held up as a model:

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Authors

Susan Headden and Elena Silva

Susan Headden (sheadden@educationsector.org) is senior writer/editor and Elena Silva (esilva@educationsector.org) is senior policy analyst at Education Sector, an education policy think tank. 

References

Curtis, R. (2011, March). District of Columbia Public Schools: Defining instructional expectations and aligning accountability and support. Washington, DC: The Aspen Institute. 

Education Sector. (2011, August). Excerpt from Teacher evaluation: How observation fits in. Available at www.educationsector.org/events/online-discussion-teacher-evaluation-how-observation-fits.

Gillum, J. & Bello, M. (2011, March 30). When standardized test scores soared in D.C., were the gains real? USA Today. Available at www.usatoday.com/news/education/2011-03-28-1Aschooltesting28_CV_N.htm.

Martinez, B. (2011, October 17). IMPACT in Washington D.C.: Lessons from the first years. Washington, DC: Democrats for Education Reform.

Montgomery County Public Schools. (2011, August 20). Teacher professional growth system handbook. Rockville, MD: Author. Available at www.montgomeryschoolsmd.org/departments/development/documents/TeacherPGS_handbook.pdf.

National Center for Education. (n.d.). National Assessment of Educational Progress (NAEP) state profiles. Washington, DC: Author. Available at https://nces.ed.gov/nationsreportcard/states.

U.S. Department of Education. (n.d). ESEA flexibility. Washington, DC: Author. Available at www.ed.gov/esea/flexibility.

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Learning Forward is the only professional association devoted exclusively to those who work in educator professional development. We help our members plan, implement, and measure high-quality professional learning so they can achieve success with their systems, schools, and students.

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