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Evaluation to Advance Teacher Learning

August 1, 2005

Teacher evaluation can be useful if meaningful data are collected. But in many schools evaluations are haphazard and are framed through the principal's cognitive lens, rather than by any particular evaluation instrument. A recent study by UW-Madison education professor Carolyn Kelley and graduate student Victoria Maslow found that few experienced teachers identified evaluation feedback as useful in advancing their professional learning. Most teachers identified students as the primary source of feedback, and colleagues secondarily. Their study suggests a need for continued examination of the human resource management of high school teachers and of ways that feedback mechanisms can advance teacher learning, especially for experienced teachers.