Our evaluation explores the local implementation and impact of educator evaluation and development practices across Wisconsin. Through this work, we isolate district and school strategies and conditions that promote the implementation and use of these processes to develop educators. Our work has been used by DPI and school districts to inform modifications to the processes they used to evaluate and develop their educators.
New report shows that the ratings principals receive as part of the state EE process measure important aspects of principal effectiveness.
Report uses the results from EE to measure the principal equity gap across Wisconsin schools.
New evaluation report shows schools that implement EE well have teachers who are more satisfied with their jobs.
In 2011, Wisconsin passed Act 166, which required schools to implement standardized performance-based educator feedback systems. In response, DPI created the Educator Effectiveness (EE) system. EE requires schools to provide ongoing, formal feedback to educators about their practice using standard frameworks such as the Danielson Framework for Teaching (FfT) or the Stronge Teacher and Leader Effectiveness Performance System. It also requires that educators monitor their own effectiveness through the development of Student or School learning objectives. These new systems were piloted in the 2012-13 and 2013-14 school years. In 2014-15, all schools across the state participated in EE.
Our continuing evaluation of EE began during the 2012-13 pilot year. Considering that the system is new, we have mostly focused our evaluation work on providing DPI, districts, and schools with descriptive and formative information about their implementation of EE. To this end, we do a number of activities as listed below.
- Educator surveys – Each spring we ask educators across Wisconsin to report on their experiences in their EE systems. Schools and school districts are then provided individualized reports of their results.
- Ratings analysis – Each year we conduct analyses of the ratings assigned to principals, teachers, and other educators.
- Interviews and site visits – We conduct more in depth study of specific districts or topics by interviewing educators and visiting schools.
The reports below summarize some of what we have learned through these methods: