THE BEST OF THE MARSHALL MEMO

How to energize leadership, teaching, and learning in 22 key areas

Performance Evaluation:

Selected Memo Summaries

The traditional teacher-evaluation process is often mocked. Why? Because it’s time-consuming, bureaucratic, and rarely improves teaching and learning. This selection of Marshall Memo summaries examines design flaws in the old system, describes some new approaches, explores how teachers’ performance can be measured, and considers whether student learning should be included in evaluations. 

Questions to consider:
  • What should supervisors look for during classroom observations?
  • How can teacher evaluations go beyond compliance and documentation?
  • Can student learning be part of teachers’ evaluations?

Here's the table of contents:

Performance Evaluation


Problems with Teacher Evaluation

  1. Why evaluating teachers is so challenging
  2. Perennial problems with how teachers are evaluated
  3. An unfair critique of a teacher's classroom
  4. Equity issues with principals' classroom ratings

Rethinking Teacher Evaluation Systems

  1. A better way to observe, appreciate, and evaluate teachers
  2. The best use of rubrics
  3. Is the pre-observation conference a good use of time?
  4. Student input on teachers' evaluations

Measuring Teacher Effectiveness

  1. The most effective use of rubrics
  2. What the best principals look for in classrooms
  3. The ineffable qualities of great teachers

Using Student Learning as Part of Teacher Evaluation

  1. Problems with value-added measures (VAM)
  2. Using student learning as part of the evaluation process
  3. Thinking through merit pay for teachers

Professional Learning Suggestions