Supporting Effective Teaching in Tennessee:
Listening and Gathering Feedback on Tennessee’s Teacher Evaluations
Project COACH
• horter, more frequent, and unannounced observations have in many instances reduced teacher
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anxiety and enabled educators to observe authentic instruction. Teachers are observed at least six to
eight times a year through shorter, unannounced walkthroughs. In a survey conducted in Hamilton County, 96
percent of teachers said they “are comfortable receiving constructive feedback from administrators at my
school,” and 91 percent of teachers agreed that the verbal feedback they have received has been helpful in
improving their classroom instruction. Sixty-six percent of teachers said instructional conversations have
increased at their school because of the design of Project COACH.44
• The use of technology has reduced the administrative burden for principals and enabled quick
turnaround of feedback. Principals reported that the observation process has allowed them to focus on
having good and timely feedback conversations with their teachers. The use of technology, such as iPads to
record written feedback, has reduced the administrative burden on evaluators. When principals and other
evaluators chose their top three concerns about the evaluation model, 52 percent of principals and evaluators
from TIGER, TEAM, and TEM models indicated that the time required to implement the model was a concern,
compared to only 15 percent of principals and other evaluators using the COACH model.45
• vidence of effective practice is collected on a cumulative basis throughout the year, but educators
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only receive ratings or scores on the rubric at the end of the year. As teaching practice is observed
throughout the year, evidence is cumulatively collected and recorded. Teachers can present additional evidence of effective practice throughout the year and scores are determined at the end of the year, enabling
educators to focus on professional growth rather than accountability.
TIGER
• mphasis on the formative assessment component to support improvement of teacher practice. The
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coaching that teachers receive is aligned with, but distinct from, their formal evaluations.
• A focus on coaching and development is differentiated for teachers at different stages. Beginning and
less effective teachers receive more individual coaching, while effective and highly effective teachers pursue
continuous learning in professional communities and can apply for leadership and coaching positions. At the
beginning of the year, all teachers complete a self-reflection and personal growth plan that guides their professional learning over the course of the year. Several teachers using TIGER reported feeling high degrees of
ownership over their professional growth as a result.
• Tools and supports for principals to be strong instructional leaders. Beyond training in the evaluation
process itself, principals receive training and tools in how to deliver feedback and have effective conversations
with teachers.
• vidence of effective practice is collected ۈH