SCORE Evaluation - Full Report - Page 5

Supporting Effective Teaching in Tennessee: Listening and Gathering Feedback on Tennessee’s Teacher Evaluations To identify and support effective teaching, Tennessee has completed its first year of implementing a new statewide teacher evaluation system. The primary purpose of the evaluation system is “to identify and support instruction that will lead to high levels of student achievement.” Major characteristics of the system include: • Teacher evaluations will be based on multiple measures, with 50 percent based on student achievement data and 50 percent based on qualitative measures (such as classroom observations of teachers); • All teachers will receive an annual evaluation; • Evaluations will differentiate teachers into one of five effectiveness groups (significantly above expectations, above expectations, at expectations, below expectations, and significantly below expectations); • Evaluations will be used to inform personnel decisions such as professional development, assignment, promotion, retention, tenure, and compensation.7 Flexibility exists for districts to develop their own variations, provided their plans are consistent with the format described above and meet with approval from the State Board of Education. School districts across the state are now implementing one of four evaluation models. The Tennessee Department of Education is supporting the implementation of the model being used by most districts in the state (the TEAM model). However, Memphis City Schools, Hamilton County Schools, and several districts participating in the Association of Independent and Municipal Schools (AIMS) have devised and are applying their own models of evaluation.8 Summary of the four teacher evaluation models Number of teachers (Percent of TN teachers)9 Qualitative component and weighting Model Districts Project COACH Hamilton County 2,925 teachers (5 percent) • Observations of teacher practice, based on Kim Marshall’s model (50 percent) TEM Memphis City Schools 7,329 teachers (11 percent) • Observations of teacher practice, based on DC IMPACT (40 percent) • Student feedback, using Tripod Survey (5 percent) • Teacher knowledge, list of approved options (5 percent) TIGER Alamo City, Alcoa City, Bradford Special, Greeneville City, Lebanon Special, Lenoir City, Lexington City, Maryville City, Milan Special, Paris Special, Trenton Special, Trousdale County 1,606 teachers (2 percent) • Observations of teacher practice, based on Charlotte Danielson’s model (50 percent) TEAM All other districts 52,989 teachers (82 percent) • Observations of teacher practice, based on TAP Teaching Standards (50 percent) EXECUTIVE SUMMARY 3