This profile summarizes the efforts made by states and districts to implement evaluation and feedback systems, including the SREB Elements of Evaluation—basic information about the state evaluation framework. The sections below correspond to the three sections of the State Actions to Advance Teacher Evaluation report released in February 2016.

SREB Elements of Evaluation

Design of State Evaluation Models

Evaluators in pilot districts use an observation rubric modeled on Danielson’s Framework for Teaching. At minimum, evaluators will conduct at least one annual formal observation. While principals and assistant principals assign the overall performance ratings, instructional coaches, department chairs and other instructional leaders may assist evaluators, if they are trained and certified as appraisers.

Teachers complete a self-assessment to prepare for the formal observations and to draft a professional development plan.

The SEA has contracted with SAS Institute, Inc. to develop a VAM for tested grades and subjects. The SEA authorizes pilot districts to use student learning objectives, teacher portfolios, or district-level, pre-test/post-test assessments for non-tested grades and subjects.

Implementation of District Evaluation Systems

Texas has partnered with the National Institute for Excellence in teaching, which hosts train-the-trainer sessions at each of the state’s 20 educational service centers (ESC).

ESC trainers conduct three-day, face-to-face training for evaluators and district staff who then train teachers using the orientation materials. Educators can complete self-paced online training modules, as well.

While the state department has developed a recommended model, districts may develop local evaluation systems.

Transformation of Professional Learning

The SEA will develop an online platform that aligns teacher evaluation results with professional learning offerings. Teachers and evaluators will participate in pre- and post-observation conferences during the summative evaluation.

Texas law requires evaluators to conduct post-observation conferences with teachers to discuss professional development activities and remediation needed to improve instructional performance. The same law requires more intensive support for teachers with identified needs.

The Teacher Standards Steering Committee provided recommendations that formed the basis for the new evaluation system. Teachers, administrators, district leaders and the public provided feedback during an extensive comment period.