“As long as we force educators to work in ‘factory-like’ settings that work at cross purposes with needs of 21st century learning, improved teacher performance evaluation will only be partially effective, at best.”

Cincinnati Federation of Teachers

“TNTP data shows that evaluation processes are not producing the desired outcome—high quality educators. In our current paradigm, evaluation serves as an administrative tool used to verify teacher incompetence through a process that is neither valued nor validated by the teachers themselves.”

Ohio Education Association

“Teachers are professionals who value their chosen career and would like to work with colleagues who are excited and knowledgeable about their fields and teaching in general… Teachers, like students, are always developing.”

Pueblo Education Association

“I believe that teachers who are truly interested in the betterment of their profession are also interested in the creation of a performance evaluation system that measures their individual effectiveness and their growth as professionals.”

Aurora Public Schools

“TNTP’s research further illustrates that, for the most part, teacher evaluation processes across our nation are broken and have been for decades. I suspect this is true primarily because of our failure to treat the appraisal of teachers—tenured or otherwise—as an on-going means to improve classroom instruction and encourage professional growth.”

Akron Education Association

“My personal experience in human resources serves as an example that the adoption of a standards-based performance evaluation plan does not itself alone make the system effective; the system must be implemented with integrity, incorporate accountability and link to professional development.”

Illinois Assn. of School Personnel Admin

“We need to develop a succinct performance appraisal system that recognizes good work, helps marginal employees get better and identifies employees who should be dismissed due to their inability to improve. Student performance must be the driving force to improve our current systems.”

Springdale Public Schools

“Unions need to be an integral partner in this new way of looking at teaching, learning and evaluation. Rather than a ‘top down’ organization, we have to create partnerships centered on the issues of quality. We must be a part of the solution to fix the broken system.”

Rockford Education Association

“One of the most important components of the overall evaluation process must be the training for those administrators and other evaluators responsible for the evaluation process. In addition, the philosophy and driving force for the evaluation process must be clearly identified as teacher improvement, and teacher growth, rather than automatic dismissal.”

Jonesboro Public School District

“The dismissal process HAS to be easier than it is currently. More emphasis is placed on the process (i.e., the actual writing of the termination notice) rather than judging the termination or non-renewal on the merits of the case.”

Arkansas Assn. of Educational Admin.

“From these discussions, it is clear that no one group alone can meet the challenge of ensuring an effective teacher in every classroom. If we are to succeed in creating systems that serve all children, we must put improved student learning at the center of our discussions.”

Denver Public Schools

“There is nothing more important or fundamental to education than the selection, retention, development, evaluation and dismissal of teachers. This study by TNTP provides the background and research on the low, almost insignificant, number of teacher dismissals and should push all stakeholders into action.”

Chicago Public Schools