Linking Evaluation to Professional Growth:
California
Teacher and Principal Evaluation Policy
Note
The data and analysis on this page is from 2019. View and download the most recent policy data and analysis on Linking Evaluation to Professional Growth in California from the State of the States 2022: Teacher and Principal Evaluation Policies report.
Analysis of California's policies
Evaluation Feedback: California requires that teachers receive copies of their evaluations "not later than 30 days before the last school day scheduled on the school calendar." Before the last day of school, a meeting must be held between the teacher and the evaluator to discuss the evaluation.
Professional Development: California does not specify that professional development activities must be aligned with findings from teacher evaluations.
Improvement Plans: California makes optional the placement of teachers with an unsatisfactory rating in a "program designed to improve appropriate areas of performance."
Evaluation Rating Categories: California's evaluation system does not require more than two evaluation rating categories.
Recommendations for California
Ensure that professional development is aligned with findings from teachers' evaluations.
Professional development that is not informed by evaluation results may be of little value to teachers' professional growth and the aim of increasing their effectiveness in the classroom. California should ensure that districts utilize teacher evaluation results in determining professional development needs and activities.
Ensure that teachers receiving less-than-effective ratings are placed on a professional improvement plan.
Although districts have the option of developing improvement plans for ineffective
teachers, California should adopt a policy requiring that teachers who receive
even one less-than-effective evaluation rating are placed on
structured improvement plans. These plans should focus on performance areas that
directly connect to student learning and should identify noted deficiencies,
define specific action steps necessary to address these deficiencies and
describe how and when progress will be measured.
Utilize rating categories that meaningfully differentiate among various levels of teacher performance.
To ensure that the evaluation instrument accurately differentiates among levels of
teacher performance, California should require districts to utilize multiple rating categories, such as highly
effective, effective, needs improvement and ineffective. A binary system that
merely categorizes teachers as satisfactory or unsatisfactory is inadequate.
State response to our analysis
California declined to respond to NCTQ's analyses.
Updated: December 2017
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How we graded
7D: Linking Evaluation to Professional Growth
- System Feedback: The state should require that evaluation systems provide teachers with adequate feedback about their performance.
- Improvement Plans: The state should require that all teachers who are rated as ineffective, unsatisfactory, needs improvement or its equivalent must be placed on a performance improvement plan.
- Aligned Professional Development: The state should require districts to align professional development content with the findings from teachers' evaluations.
- Rating Categories: The state should require that evaluation instruments differentiate among various levels of teacher performance beyond a binary system. A system that merely categorizes teachers as satisfactory or unsatisfactory is inadequate.
One-quarter of the total goal score is earned based on the following:
- One-quarter credit: The state will earn one-quarter of a point if the state evaluation system provides teachers with adequate feedback about their performance.
One-quarter of the total goal score is earned based on the following:
- One-quarter credit: The state will earn one-quarter of a point if it requires that all teachers who are rated ineffective, unsatisfactory, needs improvement or its equivalent are placed on a performance improvement plan.
One-quarter of the total goal score is earned based on the following:
- One-quarter credit: The state will earn one-quarter of a point if it directs districts to align professional development activities with findings from teachers' evaluations.
One-quarter of the total goal score is earned based on the following:
- One-quarter credit: The state will earn one-quarter of a point if its evaluation system requires at least three rating categories.
Research rationale
Professional development should be connected to needs identified through teacher evaluations. The goal of teacher evaluation systems should be not just to identify highly effective teachers and those who underperform but to help all teachers improve. Even highly effective teachers may have areas where they can continue to grow and develop their knowledge and skills.[1] Rigorous evaluations should provide actionable feedback on teachers' strengths and weaknesses that can form the basis of professional development activities. Too often professional development is random rather than targeted to the identified needs of individual teachers. Failure to make the connection between evaluations and professional development squanders the likelihood that professional development will be meaningful.[2]
Many states are only explicit about tying professional development plans to evaluation results if the evaluation results are bad. Good evaluations with meaningful feedback should be useful to all teachers, and if done right should help design professional development plans for all teachers—not just those who receive poor ratings.[3]
To further increase the utility and validity of evaluation systems, states should require that evaluation instruments differentiate among various levels of teacher performance rather than only giving binary satisfactory/unsatisfactory ratings. Binary rating systems often offer little meaning because virtually all teachers receive satisfactory ratings.[4] More rating categories allow for more nuanced distinctions between levels of teacher performance.
[1] For evidence of the benefits of feedback from evaluation systems, and the potential for professional development surrounding that feedback, see: Kane, T. J., Wooten, A. L., Taylor, E. S., & Tyler, J. H. (2011). Evaluating teacher effectiveness. Education Next, 11(3). Retrieved from http://educationnext.org/files/ednext_20113_research_kane.pdf; Taylor, E. S., & Tyler, J. H. (2011). The effect of evaluation on performance: Evidence from longitudinal student achievement data of mid-career teachers (No. w16877). National Bureau of Economic Research. Retrieved from http://www.nber.org/papers/w16877
[2] Much professional development, particularly those that are not aligned to specific feedback from teacher evaluations, has been found to be ineffective. For evidence see: Garet, M. S., Wayne, A. J., Stancavage, F., Taylor, J., Eaton, M., Walters, K., ... & Sepanik, S. (2011). Middle school mathematics professional development impact study: Findings after the second year of implementation (NCEE 2011-4024). National Center for Education Evaluation and Regional Assistance. Retrieved from http://ies.ed.gov/ncee/pubs/20114024/pdf/20114024.pdf
[3] For additional evidence regarding best practices for professional development, see: Neville, K. S., & Robinson, C. J. (2003). The delivery, financing, and assessment of professional development in education: Pre-service preparation and in-service training. Retrieved from http://eric.ed.gov/?id=ED482979
[4] Weisberg, D., Sexton, S., Mulhern, J., Keeling, D., Schunck, J., Palcisco, A., & Morgan, K. (2009). The widget effect: Our national failure to acknowledge and act on differences in teacher effectiveness. New Teacher Project. Retrieved from
http://files.eric.ed.gov/fulltext/ED515656.pdf