Teachers across the nation are being transformed into instructional leaders, in part due to the new evaluation methods being put into effect in multiple schools and districts. In the past three years many states have made changes to their teacher evaluation systems to incorporate multiple measures of teacher effectiveness, including classroom observations, student performance information, timely feedback and opportunities for professional growth. At this time, more than half of the states require annual staff evaluations. Because the majority of the states allow local development of the evaluation plan, teachers are being allowed to have a say in policy and practice.
According to the report released by the The National Council on Teacher Quality “As of September 2013, 35 states and the District of Columbia Public Schools now require that student achievement is a significant or the most significant factor in teacher evaluations. To date, only Alabama, California, Idaho,
Iowa, Montana, Nebraska, New Hampshire, North Dakota, Texas and Vermont have no formal policy requiring that teacher evaluations take some objective measures of student achievement into account in evaluating teacher effectiveness.”
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