School Improvement Network Releases Report of Professional Development Policy for Teacher Evaluation Support in all 50 States

Results Show Dearth of Policy or Guidance in Majority of States, Hindering Impact of Teacher Evaluations

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For evaluations and observations to have a meaningful impact on educators and the students they teach, educators must have the personalized resources and support they need to improve practice and spur professional growth.

Salt Lake City (PRWEB) July 10, 2014

School Improvement Network, the leader in educator effectiveness systems, today announced a report on teacher professional development policy in all 50 states showing a dearth of guiding support for districts in the majority of states. Taken as a whole, the report findings indicate that schools, districts, and states lack the professional development and support needed to make soon mandated teacher evaluations a meaningful part of professional growth towards educator effectiveness.

“Teachers are, and always have been, our number one priority,” said Chet D. Linton, CEO and president of School Improvement Network. “For evaluations and observations to have a meaningful impact on educators and the students they teach, educators must have the personalized resources and support they need to improve practice and spur professional growth. Without this connection, evaluations are merely compliance.”

The report includes the following key findings:

  •     Only four states—Connecticut, Kentucky, New Jersey and South Dakota—have made strides in creating systems to support teachers around new evaluations
  •     Most states could only speculate about the efforts by local education agencies to build teacher capacity around evaluation, especially in connection with personalized professional learning plans
  •     Eight states were confident local education agencies were developing and implementing such a support system
  •     Nine states are still in flux over their evaluation system, preventing work towards corresponding professional growth plans
  •     Four states’ teacher evaluation systems do not include a professional learning provision for teachers
  •     Fifteen states offer no funding or give funding on a limited basis for professional support and resources

The report also includes detailed case studies on the work and progress in the four states that have made progress in creating a system to support teachers in evaluations, and more explanations and findings about the status of projects tying professional development to teacher evaluations in other states.

A complete view of the report can be found at http://www.schoolimprovement.com/research/white-papers-brochures/beyond-teacher-evaluation/.

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About School Improvement Network

Founded in 1991 by teachers, School Improvement Network has spent decades researching and documenting the best practices in education. From this research, School Improvement Network has developed Edivation, a personalized professional learning solution for educators. Research shows that districts and schools that use the tools in Edivation produce better teachers and, as a result, experience dramatic increases in student achievement, driving up student proficiency by an average of 18 percent in a single year when compared to neighboring schools. School Improvement Network works with thousands of schools and districts in every state and around the world, and has visited over 3,500 classrooms to document best practices in action. Learn more at http://www.schoolimprovement.com.

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Contact

  • Abigail Shaha
    School Improvement Network
    +1 (801) 572-1153
    Email