States
Do states require districts to provide formal, substantive feedback to teachers?
Yes. State requires that teachers receive formal, substantive feedback. : AR, CT, DE, GA, HI, IL, KY, LA, MA, MI, MO, MS, NC, NJ, NM, NY, OR, RI, SC, TN, TX, WA, WV, WY
No. State does not require formal, substantive feedback; however, teachers receive copies of their evaluations.: AK, AZ, CA, CO, FL, IN, KS, MD, NV, OH, OK
No. State does not require formal, substantive feedback.: AL, DC, IA, ID, ME, MT, ND, NE, NH, SD, VA, VT, WI
Do states require that teacher evaluations inform teachers’ professional development?
Yes. State requires that evaluations inform professional development for all teachers.: AR, CT, DE, FL, ID, LA, MI, MN, MO, NC, RI, SC, WY
Partially. State requires that evaluations inform professional development for teachers who earn unsatisfactory evaluation ratings. : CO, GA, IL, IN, TX
No. State does not require that evaluations inform professional development.: AK, AL, AZ, CA, DC, HI, IA, KS, KY, MA, MD, ME, MS, MT, ND, NE, NH, NJ, NM, NV, NY, OH, OK, OR, PA, SD, TN, UT, VA, VT, WA, WI, WV
Footnotes
MS: Mississippi requires professional development based on evaluation results only for teachers in need of improvement in school identified as at-risk.
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Delivering Well Prepared Teachers
- Admission into Preparation Programs
- Elementary Teacher Preparation
- Elementary Teacher Preparation in Reading Instruction
- Elementary Teacher Preparation in Mathematics
- Middle School Teacher Preparation
- Secondary Teacher Preparation
- Secondary Teacher Preparation in Science
- Secondary Teacher Preparation in Social Studies
- Special Education Teacher Preparation
- Assessing Professional Knowledge
- Student Teaching
- Teacher Preparation Program Accountability
Expanding the Pool of Teachers
Identifying Effective Teachers
- State Data Systems
- Evaluation of Effectiveness
- Frequency of Evaluations
- Tenure
- Licensure Advancement
- Equitable Distribution
Retaining Effective Teachers
Exiting Ineffective Teachers
Research rationale
Much professional development, particularly those that are not aligned to specific feedback from teacher evaluations, has been found to be ineffective. For evidence see M. Garet, "Middle School Mathematics Professional Development Impact Study: Findings After the Second Year of Implementation." Institute of Education Sciences (2011).