Laws, Policy, Theory & Research
Teacher Evaluation
As a Policy Target for
Improved Student Learning:

A Fifty-State Review of Statute and Regulatory
Action since NCLB
~Hazi & Rucinski
Article Background

Analyzed policy activity in all 50 states
National Governor’s Association
In-depth Background
Research & Methods

 Research Matrix
 Four Level Rating




Level 1=local discretion
Level 2=remote control
Level 3=definitional control
Level 4=procedural control
 Phases of Study
 20 states – two criteria
 10 states randomly selected
 20 remaining states
 Analysis: Theory of Action Strategy
Research ~ Rigor

 Focused on three specific research questions
 45 references cited
 “Distinguished Paper” Award
 Supervision and Instructional Leadership @ American
Educational Research Association annual meeting
Research Conclusions

 Four General Types of Activity Noted




States adopting NGA Strategies
States asserting more oversight & local involvement
States decreasing frequency of veteran teacher evaluation
States increasing use of data in teacher evaluations
 Virginia is one of 12 states that use achievement data
in ratings for teacher evaluation.
Policy Type ~ Regulatory

 “Regulatory policies are formalized rules expressed
in general terms and applied to large groups of
people” (Fowler, 2013, p. 216).
 “State governments seem to have a strong preference
for regulatory policies” (Fowler, 2013, p 216).
 “Several social groups with conflicting interests are
usually concerned about regulatory politics”
(Fowler, 2013, p. 217).
Policy Support

Strategies:
 Validation of evaluative assessments
 Using more than
 Proper training of evaluators
 Teacher input as a part of the process
 Creating reasonable and measureable goals
Policy Benefits

 Assessment of classroom teacher
effectiveness (high quality and competence)
 Identification of areas of strength
 Identification of areas that need
improvement
Peer Review & Self-Evaluation
Policy Benefits

 Provides information in the planning of
professional developments
• individualized, interpersonal
• specific skill sets
• pairing with a mentor or buddy
 Allows for improvement of instruction
overall
Policy Disadvantages

 Improved student learning?
 Complicates a flawed practice.
 Evaluation becomes ritualistic.
Unintended Consequences

 Teacher quality is defined… or restricted?
 Evaluation as a “Tap Dance”.
 Supervision is further entangled with
evaluation.
Use of data may promote surveillance.
Leadership Applications

 Principals as instructional leaders.
 Teaching standards are identified.
 Multiple measures of teacher quality.
 Professional development implications.
 Evaluation becomes aligned with the School
Improvement Process.
Conclusions:

 States are moving
forward in teacher
evaluation.
 The connection
between teacher
evaluation and student
achievement remain
unclear.
Hazi, H. M., & Rucinski, D. A. (2009). Teacher evaluation as a policy target for
improved student learning: A fifty-state review of statute and
regulatory action since NCLB. Educational Policy Analysis Archives,
17(5), 1-15.
Martha Powers
Pamela Venable
Stephanie Watts