1. Teacher Evaluation Work Group November 15, 2012
Implementation and LEA Support
Sub-Committee Report:
Survey Results

2. Survey Background Recommendation for Survey from July 30 Meeting:
What is the current status of MN Teacher Evaluation?
Do districts plan to use the State Model? Develop their own?
What do districts need now?
How can MDE support the transition to comply with the new law?
Completed Jointly by District Superintendents & LEA Union Rep. Between Oct. 4 – Oct. 20
197 MN School Districts Completed the Survey

3. Current Status of MN Teacher Evaluation
77.3% reported having a formal written Teacher Evaluation process in place (p. 4)
Of all survey respondents:
38.1% for more than 10 years
29.6% from 5 – 10 years
11.6% from 3 – 5 years
20.6% for less than 3 years

4. Current Status of MN Teacher Evaluation
Details specified in the process: (p. 11)
97.3% Who Will Be Evaluated
94.7% Who Will Conduct the Evaluations
92.9% Frequency of Classroom Observation
52.2% Standards of Teaching
38.9% Training of Evaluators

5. Current Status of MN Teacher Evaluation
Components included in the process: (p. 14)
95.2% Direct, Systematic Observation
88.2% Informal Observation
73.7% Teacher Reflection or Self-Assessment
19.9% Student Achievement Data
19.4% Peer Ratings of Teacher Performance
3.2% Student/Family Ratings

6. Current Status of MN Teacher Evaluation
Trained Evaluators:
67.2% Require Training (p. 22)
18.4% Include an Assessment for Trainers Prior to Evaluation of Teachers (p. 26)
46.5% Include Requirement for Ongoing Training After Initial Training (p. 26)

7. Current Status of MN Teacher Evaluation
Effectiveness of Current Teacher Evaluation Process: (p. 27)
Somewhat Effective in all categories
**Indicates readiness for change

8. Current Status of MN Teacher Evaluation
58.9% of Responding School Districts Have Not Begun to Revise or Develop Their Teacher Evaluation Process in Response to Minn. Stat. 122A.40/41 (p. 33)

9. Current Status of MN Teacher Evaluation
Effectiveness of Potential Components Toward Professional Growth (p )
To a Great Extent:
Admin. Observation (Both Formal and Informal) with Feedback
Self-Reflection
Professional Learning Community Feedback
Peer Observation

10. Current Status of MN Teacher Evaluation
Effectiveness of Potential Components Toward Professional Growth (p )
Somewhat:
Student Achievement Data for Individual Teachers
School-Wide Achievement Data or Other Measures of Collective Performance
Teacher Portfolio
Peer Coaching

11. Do Districts Plan to Use the Default Model?
5.6% foresee their district adopting the state default model
48.9% foresee their district adapting or revising the state default model
Planned Changes to Current System: Question 45 Chart
36.1% foresee their district designing their own model independently of the state default model
9.4% plan to continue with current process which already meets the law (p. 34)

12. What Do Districts Need:
Areas in Which District is Lacking Capacity to Implement:
Question 41 Chart
Resources Needed to Comply with Legislation:
Question 42 Chart

13. Considerations for MDE/Work Group
Considerations for MDE & Work Group in Moving Forward:
Question 47 Chart

14. Considerations for MDE/Work Group
Analyze Feedback Relevant to Your Sub-Committee’s Focus
Validate and/or Revise Your Recommendations

15. For Further Results Lori VanderHeiden Contact:
Park Elementary Assistant Principal
St. Cloud State University Doctoral Candidate