EAC Guiding Principles

(To read the Guiding Principles document in its entirety, click here.)

Definitions of Excellence

Schools and teachers should work together to develop a vision of student excellence supported by excellent teaching and excellent leadership.

  • Evaluation systems must be grounded in a clear, agreed-upon definition of excellence.
  • Evaluation systems form the foundation of a culture that supports and recognizes excellence.
  • Teachers must be involved in the development of the definition and culture of excellence.
  • Cultures of excellence require trust at the school, district and state levels.

Data that Informs Performance

A variety of objective measures of teacher effectiveness are needed to build a successful evaluation tool.  While student achievement gains must be a major component of teacher evaluation, there are other factors to consider.

  • Student learning data should be central to evaluation.
  • Multiple measures should be used for both teacher and administrator evaluation.
  • Data about performance should be transparent, comparable, and secure. 

Structured Conversations about Data

A strong evaluation system is reliant on not only high quality data, but also on support systems for the process, evaluators, and those being evaluated.

  • Evaluation should support a highly functioning professional environment.
  • Evaluation systems should promote improvements in group practice throughout the school, district and state.
  • Teachers must be trained and supported in understanding and using data, its role in evaluation systems, and their individual and collective role in meeting school and district goals.
  • Administrators need training and support to develop teachers.

Follow-Up

In a culture of excellence, the ultimate outcome of any professional evaluation is further support and development of individuals being evaluated – leading them closer to the organizational definition of excellence.  Evaluations must differentiate levels of teaching efficacy to identify opportunities for professional growth, and drive rewards and consequences.

  • Feedback should be clear and understandable, resulting in follow-up for both formative and summative evaluations.
  • If professional development is called for, specific evidence-based interventions should be offered to promote improved practice.
  • Administrators need frequent and ongoing training and support to develop teachers based on formative and summative evaluation results.
  • The evaluation process should recognize and support innovation, celebrate excellence and promote shared learning of teachers and teaching methods that prove successful as demonstrated by objective data.
  • Administrators should be prepared to confront performance that does not meet expectations.  

Evaluate the Evaluation

Finally, teacher evaluation systems themselves must be periodically evaluated and refined.  In creating a healthy new beginning, planners should:

  • Frequently examine evaluation systems to determine their effectiveness in supporting excellence and trust.
  • Expect and be open to modifications and adaptations to the system, refining the system based on its demonstrated impact on developing and supporting highly effective teachers.