Publication date: October 2017
Teachers play a key role in student achievement, but rating teacher performance can be difficult. Research shows that most teachers tend to receive evaluation ratings on the higher end of the scale. These findings, along with federal initiatives, have encouraged many states to reform their teacher evaluation systems.
In the 2014/15 school year, the Texas Education Agency (TEA) piloted the new Texas Teacher Evaluation and Support System (T‑TESS) with more than 8,000 teachers in 57 districts. Trained appraisers used the T‑TESS rubric to rate teachers on 16 dimensions across four domains: planning, instruction, learning environment, and professional practices and responsibilities. Teachers received dimension, domain, and overall level ratings on a five‑point scale: improvement needed, developing, proficient, accomplished, and distinguished.
At TEA’s request, REL Southwest examined the pilot data to assess how well the T-TESS rubric differentiated teacher performance as well as the role of school characteristics in teacher ratings. This report presents the findings of this analysis, including implications for policymakers and practitioners.
These findings may be of interest to policymakers and educators in Texas as well as in other states that are developing or implementing multiple-measure teacher evaluation systems.
Related research alliance: Educator Effectiveness Research Alliance
Regional Educational Laboratory Southwest at SEDL • 4700 Mueller Blvd. • Austin, TX 78723 • 800-476-6861 • firstname.lastname@example.org