Teacher Evaluation Models: Home

Teacher evaluation was not valued in early American public schools.  It has occurred consistently since the 1980s, but the models for evaluation vary among schools, districts, and states.  Differences in process, standards, instruments, and stakes are the result of local history and the context in which the model evolves Webmail.

• State Control vs. District Control: Some states, like Texas, legislate state-wide appraisal systems.  Other states allow every district to determine its own model for evaluation.
• Collective Bargaining vs. Administrative Discretion: Districts that bargain with teachers unions to contractually define the working conditions of teachers are likely to have an explicitly defined evaluation process. Other districts may also have a clearly defined process, but their administrative leaders are more likely to have flexibility in terms of both process and standards.
• Required vs. Elective Models: District-wide evaluation systems must be implemented for all teachers in a given district or state.  This creates barriers to implementation that may not exist for models like the Teacher Advancement Program, which requires 75% of teachers in a building to vote for the model before it is put in place.

Learn More about the History of Teacher Evaluation

Download the Report (Erin Borthwick, Sarah Cohodes, James Sennette, and Andrea Touhey)

Teacher Advancement Program: Our History

History of Cincinnati Teacher Evaluation System

History of TTAS (pdf) (Ben Setliff)