Putting the Pieces Together: Educators on the New State Model Eval Sy | Page 2

Teacher Perceptions
“I feel that the
new evaluation system is
effective, however, it is extremely
time-consuming for teachers and
administrators. Also, I think it is very
difficult for administrators to observe
each and every one of the teacher
quality standards throughout the
year in order to give accurate
ratings for all the teachers
in a building.”

Figure 2 presents teacher perceptions of various characteristics of the State
Model Evaluation System, including whether it is fair and accurate.4 While a
majority of teachers (68 percent) believe that it sets high standards for the
person being evaluated, fewer believe it documents changes in professional
practice over time (44 percent) or encompasses all aspects of teaching (40
percent). Furthermore, less than half of teachers report that the system is
fair, accurate, or based on current research. However, a large percentage of
teachers also respond in the neutral category for each of these questions,
possibly indicating that a relatively small percentage of teachers believe the
system is inherently unfair, inaccurate, or not based on current research.

– Elementary teacher

Figure 2. Teacher Perceptions of the State Model Evaluation System Characteristics
The evaluation system for teachers...
...sets high standards for the person being evaluated.

68%

...documents changes in professional practice over time.

22%

44%

37%

40%

...encompassess all aspects of quality teaching.
...is fair.

34%

...provides an accurate assessment of my performance.

33%

...is based on current research.

28%

19%

33%

33%

33%

32%

43%

Agree or Strongly Agree

11%

35%

45%

Neutral

13%

Disagree or Strongly Disagree

Feedback for Teachers
Providing teachers with high-quality feedback is one of the primary goals of the State Model Evaluation System. As
demonstrated in Table 1, the vast majority of teachers receive feedback from their evaluator that is informative. Twenty-nine
percent of teachers receive more feedback with the State Model Evaluation System than they did with the previous system.
Most teachers (55 percent) receive feedback at the same frequency.

Table 1. Teacher Perceptions of Evaluator Feedback

Survey item

Teachers who agree

I have meaningful opportunities to confer with my principal/evaluator about my practice.
The information I receive from my principal/evaluator helps me identify areas for improvement.

75%

My principal/evaluator helps me identify professional development opportunities to address
my specific areas for improvement.

4

76%

67%

Percentages in Figures 2 and 3 may not add up to 100 due to rounding.

2