Databases on State Teacher and Principal Evaluation Policies
State-level teacher and principal evaluation policy is undergoing a dramatic shift in both form and focus. Performance-based evaluation systems, often with measures of student growth and learning, are taking shape in many states across the country.
To promote information sharing and collaboration as states and districts engage in this work, these databases house information on state-level evaluation policies across nearly all 50 states. The databases each organize the information under the eight key components of a comprehensive evaluation system (see Browse the Components for a detailed overview).
Eight Key Components
- Evaluation System Goals
- Stakeholder Investment and Communication Plan
- Selecting Measures
- System Structure
- Data Integrity
- Using Results
- System Evaluation
- This website allows users to compare information on either teacher or principal evaluation policies across all eight components for up to three states at a time or to compare multiple states on a single topic of their choosing. For detailed information on how to access the information in the database, see How to Use This Resource.
- For a detailed summary of key findings from each database, see Executive Summary: STEP and Executive Summary: SPEP.
- For information on Career and Technical Education (CTE) teachers, see Component 3, Additional Measures of Teacher Performance, Question C.
States vary in terms of the extent to which they have control over local teacher and principal evaluation policy. Some states require all districts adopt a single evaluation system, while others allow for a great deal of local flexibility. As a supplement to the State Teacher and Principal Evaluation State Policy database, this website provides a short description of the roles each state and its districts have taken in teacher and principal evaluation policy design and implementation.
The State Roles page provides a brief narrative describing the distribution of control over evaluation policy in each state. To allow for easy comparison, each state is categorized according to one of three hypothetical models representing low, moderate, or high levels of state control over both teacher and principal evaluation policy.