Book Description

Many studies have called attention to the limitations of current teacher evaluation systems and the need for reform nationwide. This study addresses three research questions: (1) What are the features of the new teacher evaluation systems in New Hampshire's districts with SIG schools?; (2) To what extent did schools implement the evaluation system as intended?; and (3) What factors affected implementation during the pilot year? The study included a sample of 35 evaluators and 277 teachers who responded to surveys about their experiences and perceptions of the evaluation system. It also included a small sample of district administrators (5), principals (8) and teachers (6) who participated in semi-structured interviews. The study used a variety of methods to address the research questions including document review of district evaluation plans; descriptive statistics to analyze evaluator and teacher surveys and thematic coding of interviews. Data for this study came from district administrative guidance documents and other administrative data, including evaluation plans and instruments; survey data from evaluators and teachers about evaluator experiences and perceptions about the evaluation system; and interview data from district administrators, principals, and teachers. All data were from the 2012/13 school year. Findings from this study suggested the following implications for policy: (1) the need to assess and address capacity issues for evaluators; (2) provide adequate planning time or introduce components incrementally to support the implementation of new and complex initiatives; (3) allow for adequate early and ongoing training on the system; provide additional training for SLOs; (4) engage stakeholders; and (5) foster a positive professional climate. One table and 2 figures are appended. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.].