By Kelsey Boivin

Charter school critics and supporters have come together in favor of stronger teacher evaluation. In response, it is important that charter schools fully embrace such evaluative measures. Charter schools’ unique position within the educational sector offers their leaders more autonomy and innovation when it comes to implementing teacher evaluation. Studies of teacher evaluation in charter schools have shown they are able to conduct evaluation more often and in greater depth, can more easily integrate teacher evaluation into curriculum, and develop school cultures continually focused on teacher improvement[1]

To qualify for federal Race to the Top grants, states must outline plans for teacher evaluation and illustrate support structures for charter schools. In fact, charter support comprises eight percent of Race to the Top application points and teacher evaluation make up another large portion. These guidelines show that continued political support for independent schools hinges on evidence of increased accountability.

Recently, teacher evaluation has become the go-to measurement for guaranteeing school performance. As critics of charter schools continue to highlight charter failures, independent schools must initiate quality teacher evaluation practices. Conducting “meaningful teacher evaluations” [2]  will not only help schools comply with state Race to the Top guidelines, but also and more importantly, create a cycle of instructional improvement that can be used as evidence of charter school success.

Though all Race to the Top applications included plans for teacher evaluation, there was great variation in states’ preparedness and choice of measurement tools.  Generally, individual states stressed student growth and performance measures, teacher observations, and other tools such as teacher portfolios. However, the burden of implementing such programs in charters falls to individual schools. The question for educators then becomes, what do “meaningful teacher evaluations”[3] look like in practice? And specifically for independent charter leaders, what will such “meaningful evaluations” require of their schools absent district support or evaluation services?

School leaders are left to decipher state policy and put guidelines into practice. Some states use previously developed systems of teacher evaluation such as The Charlotte Danielson Framework[4]; TAP: The System for Teacher and Student Achievement[5]; The University of Virginia Teaching Performance Record[6]; MET from the Bill & Melinda Gates Foundation[7]; The New Teacher Center’s Formative Assessment System[8]; and The Educational Leadership Policy Standards from the Interstate School Licensure Consortium [9]. Each of these systems includes several methods for evaluating teachers. As such, school leaders must learn to navigate various methods making teacher evaluations even more challenging for independent charter school operators. Not only do independent school leaders have to understand these various systems, but they must also individually apply evaluation without the supports available to district schools.

Charter leaders and teachers must devote time and resources if “meaningful” evaluations are to be conducted.  While teacher evaluations will require more work for charter leaders, these schools provide an environment that is more flexible and open to evaluative innovation. Several schools have realized this potential. Where they have been successful other leaders can learn[10].

The challenge now facing the charter community is whether individual leaders can come together to promote and use teacher evaluations in ways that not only satisfy guidelines, but will also create better teachers and stronger schools. If charter leaders can undertake this challenge, and devote necessary time and resources to conduct “meaningful teacher evaluations,” then charter schools will better fulfill the promises made to their students and communities.

Both President Obama and Secretary of Education Arne Duncan have voiced support for charters. They believe such schools have potential to transform the educational landscape.  In efforts to paint an alternative picture for charter schools’ harshest critics, the charter community should use teacher evaluation to document school successes and to ensure that their teachers are continually improving.

The biggest criticism of charter schools is the sector’s uneven terrain of quality. Some charters have fulfilled their promise and provide a better educational experience for students, but others have failed. Teacher evaluations must be an integral ingredient for any recipe that hopes to raise the overall quality of the charter community. All students deserve to receive the best possible education. By using “meaningful teacher evaluations,” charter schools have a greater chance of delivering on their promise to provide educational quality.

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This blog post is part of the Charter Notebook, sponsored by the Network of Independent Charter Schools, a project of the Center for Educational Innovation - Public Education Association.

The views expressed in Charter Notebook blogs represent the views of the authors and do not necessarily reflect the views or positions of the Center for Educational Innovation-Public Education Association or the U.S. Department of Education.