How Do Teachers Perceive Feedback and Evaluation Systems?
Sep 28, 2018
This report draws on a nationally representative survey to examine teacher perceptions about the feedback they receive and the evaluation systems at their schools. Analysis focuses on the types of feedback that teachers received during the 2015–2016 school year, whether teachers found that feedback useful in improving their instructional practices, and teachers' perceptions of the fairness and helpfulness of their schools' evaluation systems.
Findings from the American Teacher Panel
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In recent years, state and local education leaders across the United States have revised their teacher evaluation policies and practices in an effort to enhance the quality of evaluation measures and improve instructional practices. These teacher evaluations are often based on multiple measures of performance, including classroom observations, indicators of teachers' contributions to their students' performance on standardized tests, and stakeholder surveys that measure parent and/or student beliefs about teacher practices.
We currently know little about how teachers have responded to these systems outside of a small number of districts where research on teacher evaluation has been conducted. To address this issue, this research used a nationally representative survey of educators to examine teacher perceptions about the feedback they receive and the teacher evaluation systems at their schools. Analysis provides a broad picture of the different types of feedback that teachers reported receiving during the 2015–2016 school year and whether teachers found it helpful in improving their instructional practices. The research also focuses on teacher perceptions of the data sources that informed their most recent evaluation, the perceived helpfulness and fairness of evaluation systems, and the resources that teachers reported receiving to support their participation in these systems. Most teachers reported receiving useful feedback, although majorities perceived feedback from fellow teachers and from coaches or mentors more positively than feedback from formal observations or from school leaders. Teachers in higher-poverty schools reported receiving more-frequent feedback from peers, school leaders, and coaches and mentors than teachers in lower-poverty schools.
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