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May 2016 | Volume 73 | Number 8 The Working Lives of Educators Pages 72-76
Morgaen L. Donaldson
What benefits and pitfalls do teachers perceive when states mandate more rigorous teacher evaluation?
As anyone involved with U.S. public schools knows, teacher evaluation has swept the country in the past six years. Through Race to the Top and No Child Left Behind waivers, the federal government has pushed, prodded, and cajoled districts and schools to overhaul the way they assess teachers. Since 2009, 46 states have reformed their teacher evaluation systems, incorporating such elements as student performance measures, standards-based classroom observations, and even parent and student feedback (Steinberg & Donaldson, 2015).
What do we know about how teachers are experiencing these changes? What has this bold—but fiscally and politically expensive—experiment with more rigorous teacher evaluation brought us?
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