Wisconsin Educator Evaluation and Development Process Evaluation

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.

WEERP Brief finds a connection between school improvement in their implementation of the teacher performance feedback process and changes in student achievement

WEERP EE Student Achievement Brief August 2019

Schools that increased the opportunities teachers have to use feedback and the amount that teachers used feedback improved their reading and math achievement results.

WEERP Brief finds that effective implementation of the teacher performance feedback process promotes the retention of new teachers

WEERP New Teacher Retention Brief September 2019

Providing new teachers accurate performance feedback led to improved trust with their principal, more school commitment, and greater retention.

Report presents the results of a statewide survey of Wisconsin school administrators about their role in the evaluation of teachers

New report presents the results of the statewide survey of Wisconsin teachers

We report on the results of a statewide survey of 24,000 teachers—44% of all Wisconsin classroom teachers—about their experiences with teacher evaluations and the feedback process, perceptions of principal effectiveness, and their satisfaction with their job. Included in these analyses were 274 school districts with at least a 40% response rate.

The results demonstrate a close connection between how school districts implement teacher evaluations and the perceptions of their teachers across a number of school social factors, including the usefulness of performance feedback, principal effectiveness, and job satisfaction. Teachers in districts that provide adequate time and support to teachers to complete their evaluation process, along with useful and accurate performance feedback, perceive their principals to be effective leaders and are more satisfied with their job. The implications of these results for the implementation of teacher evaluations are discussed.

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

Our Evaluation

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.

Our Partnership with The Wisconsin Department of Public Instruction (DPI) and the Wisconsin Center for Education Research (WCER)


SREed recently joined, with DPI and WCER, the National Network of Education Research Practitioners Partnerships (NNERPP) http://nnerpp.rice.edu/ Under the name of the Wisconsin Educator Effectiveness Research Partnership we will be working together to promote research that informs efforts to support and develop effective Wisconsin Educators.