Issue link: http://digital.copcomm.com/i/34960
CTA’s Teacher Development and Evaluation Principles CTA believes that the following principles are essential to any effective and fair teacher development and evaluation system. 1. The goal of any evaluation system is to strengthen the knowledge, skills and practices of teachers to im- prove student learning. 2. Any evaluation system must be col- lectively bargained at the local level to ensure the buy-in and trust of all affected parties and to ensure local conditions are considered. This in- cludes policies, assessment stan- dards, timelines, procedures, peer involvement, implementation, monitoring, and review. 3. Any evaluation system must be developed and implemented with teacher participation to en- sure a supportive climate for im- proving practice and growth and to promote collaboration among educators. 4. Any evaluation system must be dif- ferentiated to support the develop- ment of educators through all ca- reer stages — from beginning to mid-career to veteran. 5. Any evaluation system must address the varying assignments of certifi- cated educators, including those who teach core and non-core sub- ject areas, and are classroom and non-classroom educators (e.g., re- source teachers, counselors, nurses, and psychologists). 6. Any evaluation system must in- clude evidence of teaching and student learning from multiple sources. 7. A comprehensive teacher evalua- tion system must recognize the dif- ferent purposes of evaluation and be comprised of both formative and summative methods. 8. Any evaluation system must pro- vide relevant and constructive feedback and support that informs teaching practices. Feedback must be coordinated with high quality professional development that is continuous; is linked to curricu- lum standards; and allows for ad- equate time and resources for coaching, modeling, observation, and mentoring. 9. Any evaluation system should in- clude opportunities for peer involvement for advisory and sup- port purposes. 10. Any evaluation system must con- sider the complexities of teaching and student learning that are out- side of the teacher’s control and beyond the classroom walls. 11. Any evaluation system should be based on a set of standards of pro- fessional practice that acknowl- edge the multiple activities and responsibilities of educators that contribute to the improvement of learning and the success of the school. 12. All evaluators must have extensive training and regular calibration in all evaluation procedures and in- struments. 13. All evaluation components and procedures must be clearly de- fined, explained, and transparent to all educators. 14. All evaluation tools must be re- search-based and regularly moni- tored for validity and reliability. 15. Data used for evaluation and im- provement purposes must be kept confidential to protect the integrity and utility of information used to improve professional practices. 16. Any evaluation system must be monitored and evaluated to en- sure that it is working as intended and it remains consistent with its purpose. 17. Any effective evaluation system that supports professional learn- ing requires an ongoing com- mitment of financial resources, training, and time. JUNE 2011 | www.cta.org 25