SCORE Evaluation - Full Report - Page 29

Supporting Effective Teaching in Tennessee: Listening and Gathering Feedback on Tennessee’s Teacher Evaluations 5(a) Continue to invite and, when warranted, approve new proposals from school districts to adopt or develop teacher evaluation models that fit within the parameters established by First to the Top and State Board policy and hold the promise of effective implementation. I.  he Board and the Department have provided an important process for districts to apply for flexibility to address T the unique challenges they face. We recommend districts utilize this flexibility where appropriate. The Board and Department should continue to welcome proposals from school districts to adopt or develop teacher evaluation models that fit within the parameters established by the First to the Top legislation, provided there is a rationale and evidence of district commitment to implement with fidelity. The Board and Department should maintain an annual application process for districts to apply for this flexibility and communicate the process and deadlines in a timely manner so districts can thoughtfully plan proposed refinements. 5(b) Assess progress and determine whether districts need to reset implementation system-wide or in particular schools. I.  istrict governing bodies and superintendents should assess implementation progress to date and determine D whether they meet the characteristics for districts and schools where implementation is not going well. Districts should reflect on the following questions to help them assess their present situations: • Are we on a path with implementing the teacher evaluation system that will lead to improved instruction across our schools and district? • If not, what steps – as recommended in other places in this report – do we need to take that will put us on the right path? Who is responsible for taking those steps? • How will our communication process with teachers be different to support teacher and student success? • How will our communication process with teachers be different and supportive of helping all teachers improve and students be successful? II. f a district determines its implementation is in need of resetting, that district must develop a plan for how this I resetting will occur, using the questions above as a guide. Districts should also consult with other districts in their region where implementation has gone more smoothly to help them troubleshoot and learn from best practices. 5(c) The Department should identify, engage, challenge, and support districts where implementation has faltered to get back on track. I.  he Department should identify, engage with, challenge, and support districts where implementation has lapsed. T Without calling districts out specifically, the Department should meet with district leaders and support them in developing solutions and a path forward to the successful implementation of a teacher evaluation system. RECOMMENDATIONS 27