This list and accompanying resources provide an in-depth look at the various teacher evaluation systems used throughout the United States. It offers a clear and concise overview of each state’s evaluation process, providing information on the specific criteria and methods used to evaluate teachers’ performance. Additionally, many of these systems also include requirements for informal observations or classroom walkthroughs as a part of the evaluation process. For systems that include these requirements, Education Walkthrough‘s app can help instructional leaders streamline the observation, documentation, and analysis process, making the process more efficient and effective. This guide is an essential resource for educators, instructional leaders, and administrators looking to understand and navigate the complex landscape of teacher evaluation systems in the US. With this guide, you will be able to unlock the secrets of success and make the most of the resources available to you and your school.
| Alabama – The Alabama State Department of Education uses the Alabama Educator Evaluation System | The website is https://www.alsde.edu/ | (AEE) to evaluate the performance of educators in the state. The AEE is a comprehensive system that includes multiple measures of educator performance, including student achievement, classroom observations, and surveys of students, parents, and peers. The AEE also includes a professional development component that allows educators to improve their practice. The AEE is designed to provide feedback to educators on their performance and to help them identify areas for improvement. The AEE is used to inform educator effectiveness, professional development, and personnel decisions. |
| Alaska – The Alaska Department of Education uses the Alaska Teacher and Principal Evaluation System | The website for the Alaska Department of Education is https://education.alaska.gov/ | (TPES) to evaluate teachers and principals. The TPES is a comprehensive system that includes multiple teacher and principal performance measures. The system includes various components, such as classroom observations, student surveys, and student achievement data. The system also includes a professional development component that allows teachers and principals to improve their practice. The TPES is designed to provide feedback to teachers and principals on their performance and to help them identify areas for improvement. The system is also used to inform teacher and principal effectiveness decisions and to support professional growth. |
| Arizona – The Arizona Department of Education uses the Arizona Teacher and Principal Evaluation System | The website is https://www.azed.gov/tpes/ | (TPES) to evaluate teachers and principals. The system is based on the Arizona Educator Evaluation System (AEES), which is a comprehensive evaluation system that includes multiple measures of educator performance. The TPES includes a variety of components, including classroom observations, student surveys, and student achievement data. The system also includes a professional development component, which provides teachers and principals with the opportunity to receive feedback and support from their peers and administrators. The TPES is designed to provide educators with meaningful feedback and support to help them improve their practice and increase student achievement. |
| Arkansas – The Arkansas Department of Education uses the Arkansas Teacher Excellence and Support System | The website is https://portal.arkansas.gov/ | (TESS) to evaluate teachers and provide support for their professional growth. The program is based on the Danielson Framework for Teaching, which is a research-based model for evaluating teacher performance. The program includes four components: planning and preparation, classroom environment, instruction, and professional responsibilities. Each component is evaluated using a rubric that includes criteria such as student engagement, classroom management, and use of instructional strategies. The program also includes a professional development component that provides teachers with resources and support to help them improve their practice. The program is designed to help teachers become more effective and to ensure that all students receive a quality education. |
| California – The California Department of Education uses the Evaluation Support System | https://www.cde.ca.gov/pd/ps/evaluationsystems.asp | (ESS) to evaluate the performance of schools and districts. The ESS is a comprehensive system that includes data from multiple sources, including student achievement, school climate, and financial data. The system is designed to provide an accurate and comprehensive picture of school performance. The ESS is used to identify improvement areas and develop strategies to improve student achievement. The system also provides information to help schools and districts make informed decisions about resources and programs. The ESS is used to evaluate the effectiveness of school and district programs, and to identify areas of improvement. The system also provides data to help schools and districts make informed decisions about resources and programs. The ESS is used to evaluate the performance of schools and districts, and to identify areas of improvement. The system also provides data to help schools and districts make informed decisions about resources and programs. |
| Colorado – The Colorado Department of Education uses the Colorado Teacher and Principal Evaluation System | The website for the Colorado Department of Education is https://www.cde.state.co.us/ | (TPES) to evaluate teachers and principals. The system is based on the Colorado Academic Standards and the Colorado Professional Standards for Educators. The evaluation process includes a review of the educator’s performance in the classroom, as well as a review of the educator’s professional practice. The evaluation is based on multiple measures, including student achievement, classroom observations, and feedback from students, parents, and colleagues. The evaluation is used to inform professional development and support for educators and to inform decisions about educator effectiveness. |
| Connecticut – The Connecticut State Department of Education uses the Connecticut Teacher Evaluation and Support System | The website is https://portal.ct.gov/sde/services/teachers-and-administrators/evaluation-and-support-services | (CTESS) to evaluate and support teachers. The system is designed to provide teachers with feedback and support to help them improve their practice. The system includes a comprehensive evaluation process that includes multiple measures of teacher performance, including student achievement, classroom observations, and teacher self-assessments. The evaluation process also includes professional development activities and support for teachers to help them improve their practice. The system also provides resources and support for school administrators to help them effectively evaluate and support teachers. |
| Delaware – The Delaware Department of Education uses the Delaware Performance Appraisal System for Educators | The website for the Delaware Department of Education is https://www.doe.k12.de.us/ | (DPAS-II) to evaluate the performance of educators in the state. The system is based on the Delaware Professional Standards for Educators and is designed to comprehensively evaluate an educator’s performance. The system includes a variety of components, including a self-assessment, peer review, and administrator review. The system also includes a variety of measures, such as student achievement, professional growth, and classroom management. The system is designed to provide feedback to educators on their performance and to help them improve their practice. The system also informs decisions about educator compensation and professional development. |
| Florida – The Florida Department of Education uses the Florida Teacher and Principal Evaluation System | The website is https://www.fldoe.org/teaching/ | (FTPES) to evaluate teachers and principals in the state. The FTPES is a comprehensive system that includes multiple teacher and principal performance measures, including student achievement, classroom observations, and surveys. The system is designed to provide feedback to teachers and principals on their performance and to help them improve their practice. The FTPES is used to inform teacher and principal effectiveness, professional development, and personnel decisions. The system also provides data to inform district and state-level decisions about educator effectiveness. |
| Georgia – The Georgia Department of Education uses the Georgia Teacher Keys Effectiveness System | The website is https://www.gadoe.org/Pages/Home.aspx | (GATKES) to evaluate the performance of teachers in the state. The system is based on a combination of student achievement data, classroom observations, and other measures of teacher effectiveness. The system is designed to provide an objective and comprehensive evaluation of teacher performance. The evaluation is based on a variety of factors, including student achievement, classroom observations, and other measures of teacher effectiveness. The system is designed to provide an objective and comprehensive evaluation of teacher performance. The evaluation is based on a variety of factors, including student achievement, classroom observations, and other measures of teacher effectiveness. The evaluation is used to inform decisions about teacher compensation, professional development, and other personnel decisions. The system also provides feedback to teachers on their performance and provides guidance on how to improve their teaching practices. |
| Hawaii – The Hawaii Department of Education uses the Hawaii Teacher Standards-Based Evaluation System | The website for the Hawaii Department of Education is https://www.hawaiipublicschools.org/ | The Hawaii Teacher Standards-Based Evaluation System is a comprehensive system for evaluating teachers in the state of Hawaii. The system is based on the Hawaii Teacher Standards, which are a set of standards that define the knowledge, skills, and dispositions that teachers need to be successful in the classroom. The system includes a variety of components, including a teacher self-assessment, classroom observations, student surveys, and other measures of teacher performance. The system is designed to provide teachers with feedback on their performance and to help them improve their practice. The system also provides school administrators with data to inform teacher development and professional growth decisions. |
| Idaho – The Idaho State Department of Education uses the Idaho Educator Evaluation System | https://sde.idaho.gov/educator-effectiveness/ | to evaluate educators in the state. The system is based on the Danielson Framework for Teaching, which is a research-based model for evaluating teaching practice. The system includes four components: observation, student feedback, professional practice, and student growth. Educators are evaluated on each of these components, and the results are used to inform professional development and support. The system also includes a system of support for educators, including mentoring, coaching, and professional learning communities. |
| Illinois – The Illinois State Board of Education uses the Illinois Teacher Evaluation Framework | The website is https://www.isbe.net/Pages/Home.aspx | to evaluate teachers. The framework is based on the Danielson Framework for Teaching, which is a research-based model for evaluating teacher performance. The framework includes four domains: planning and preparation, classroom environment, instruction, and professional responsibilities. Each domain is further broken down into components and indicators. The evaluation process includes observations, student surveys, and other evidence of teacher performance. The evaluation results are used to inform professional development and support for teachers. |
| Indiana – The Indiana Department of Education uses the Indiana Educator Evaluation System | website: https://www.in.gov/doe/ | to evaluate teachers and administrators. The system is based on the Indiana Professional Standards Board’s standards for educators. The evaluation system includes four components: Professional Growth and Development, Student Growth and Achievement, Professional Practice, and Leadership. Each component is evaluated using a rubric that includes criteria such as classroom management, instructional strategies, and communication. The evaluation is conducted by a trained evaluator based on evidence collected from multiple sources, including classroom observations, student work, and colleague feedback. The evaluation results are used to inform professional development plans and to provide feedback to educators. |
| Iowa – The Iowa Department of Education uses the Iowa Teacher Evaluation System | The website is https://educateiowa.gov/teacher-evaluation-system | (ITES) to evaluate teachers. The system is based on the Iowa Professional Development Model (IPDM) and is designed to provide teachers with feedback on their performance. The evaluation process includes a pre-observation conference, classroom observation, post-observation conference, and a summative evaluation. The evaluation is based on the Iowa Core Teaching Standards and the Iowa Professional Development Model. The evaluation is conducted by a trained evaluator and includes a review of the teacher’s lesson plans, classroom management, instructional strategies, and student engagement. The evaluation also includes a review of the teacher’s professional development activities. The evaluation results are used to inform the teacher’s professional development plan and to provide feedback to the teacher on their performance. |
| Kansas – The Kansas State Department of Education uses the Kansas Teacher Evaluation System | The website is https://www.ksde.org/Agency/Division-of-Learning-Services/Educator-Licensure-and-Accreditation/Kansas-Teacher-Evaluation-System | (K-TES) to evaluate teachers. The system is based on the Danielson Framework for Teaching, which is a research-based model for evaluating teacher performance. The evaluation process includes four components: planning and preparation, classroom environment, instruction, and professional responsibilities. Each component is evaluated using a rubric that includes student engagement, lesson objectives, and classroom management criteria. The evaluation is conducted by a trained evaluator who observes the teacher in the classroom and provides feedback. The teacher then has the opportunity to reflect on the feedback and make changes to their teaching practice. The evaluation is used to inform professional development and support for teachers. |
| Kentucky – The Kentucky Department of Education uses the Kentucky Teacher Evaluation System | The website for the Kentucky Department of Education is education.ky.gov | (KTES) to evaluate teachers. The system is based on the Kentucky Professional Growth and Effectiveness System (KPGES) and is designed to provide teachers with feedback on their performance. The evaluation process includes a review of the teacher’s performance in the classroom, as well as a review of the teacher’s professional development activities. The evaluation is based on a variety of criteria, including student achievement, classroom management, instructional strategies, and professional development. The evaluation is conducted by a team of administrators, teachers, and other stakeholders. The results of the evaluation are used to inform decisions about teacher development, professional growth, and performance. |
| Louisiana – The Louisiana Department of Education uses the Louisiana Educator Evaluation System | The website is https://www.louisianabelieves.com/ee/ | (LEES) to evaluate the performance of educators in the state. The system is based on the Louisiana Professional Standards for Educators and is designed to provide feedback to educators on their performance. The evaluation process includes a review of the educator’s performance in the classroom, as well as a review of the educator’s professional development activities. The evaluation is conducted by a team of evaluators, which includes administrators, teachers, and other stakeholders. The evaluation results inform decisions about educator effectiveness and provide feedback to educators on their performance. The LEES system also provides data to the state to help inform policy decisions. |
| Maine – The Maine Department of Education uses the Maine Educator Evaluation System | The website is https://www.maine.gov/doe/educator-evaluation/ | to evaluate educators in the state. The system is based on the Danielson Framework for Teaching, which is a research-based model for evaluating teaching practice. The system includes four components: Professional Practice, Student Growth, Professional Responsibilities, and Leadership. Educators are evaluated on each of these components using a rubric that includes indicators of effective teaching. The evaluation is conducted by a trained evaluator and includes both formal and informal observations. The evaluation results are used to inform professional development and support for educators. |
| Maryland – The Maryland State Department of Education uses the Maryland Educator Development and Support System | (MEDS) website to provide information and resources for educators in the state. The website is https://www.maryland.gov/Pages/default.aspx | (MEDSS) to provide professional development and support for educators in the state. MEDSS is a comprehensive system that provides educators with access to resources, tools, and support to help them become more effective in their roles. The system includes a variety of online and in-person professional development opportunities, such as workshops, seminars, and conferences. MEDSS also provides access to a variety of resources, such as lesson plans, instructional materials, and assessment tools. Additionally, MEDSS provides educators with access to a network of peers and mentors who can provide support and guidance. Finally, MEDSS provides educators with access to data and analytics to help them track their progress and make informed decisions about their professional development. |
| Massachusetts – The Massachusetts Department of Elementary and Secondary Education uses the Massachusetts Educator Evaluation Framework | website: https://www.doe.mass.edu/edeval/ | to evaluate educators. The framework is based on the Massachusetts Professional Standards for Educators and includes four components: Professional Practice, Student Growth and Achievement, Professional Responsibilities, and Leadership. Each component is evaluated using a rubric that includes criteria such as instructional strategies, classroom management, and communication. Educators are evaluated by their supervisors and peers, and the results are used to inform professional development and support. The evaluation process is designed to be collaborative and to provide feedback that can be used to improve teaching and learning. |
| Michigan – The Michigan Department of Education uses the Michigan Teacher Evaluation System | The website for the Michigan Teacher Evaluation System is https://www.michigan.gov/mde/teacher_evaluation. | (M-TES) to evaluate teachers in the state. The system is based on the Michigan Quality Teaching Framework, which outlines the expectations for effective teaching. The evaluation process includes a review of the teacher’s performance in the classroom and feedback from students, parents, and administrators. The evaluation is based on a variety of criteria, including classroom management, instructional strategies, and student learning. The evaluation results are used to inform professional development plans and provide teachers feedback on their performance. The M-TES is designed to help teachers improve their practice and to ensure that all students receive a quality education. |
| Minnesota – The Minnesota Department of Education uses the Minnesota Teacher Evaluation System | The website is https://mn.gov/portal/ | (MTE) to evaluate teachers. The MTE is a comprehensive system that includes multiple measures of teacher performance, including student achievement, classroom observations, and teacher self-assessment. The MTE is designed to provide teachers with meaningful feedback and support to help them improve their practice. The MTE includes a rubric that outlines the expectations for teacher performance and a scoring system that allows teachers to be evaluated on various criteria. The MTE also includes a professional development component that provides teachers with resources and support to help them improve their practice. The MTE is used to evaluate teachers in all grade levels and subject areas. |
| Mississippi – The Mississippi Department of Education uses the Mississippi Educator Evaluation System | The website is https://www.mde.k12.ms.us/Mississippi-Educator-Evaluation-System | (MEES) to evaluate teachers and administrators. The MEES is a comprehensive system that includes multiple teacher and administrator performance measures. The system includes a variety of components, such as classroom observations, student surveys, and student achievement data. The MEES also includes a professional development component, which provides teachers and administrators with the opportunity to receive feedback and support from their peers and supervisors. The MEES is designed to help educators improve their practice and ultimately improve student outcomes. |
| Missouri – The Missouri Department of Elementary and Secondary Education uses the Missouri Teacher Evaluation System | The website is https://dese.mo.gov/ | (MOTES) to evaluate teachers. The system is based on the Missouri Professional Teaching Standards and is designed to provide teachers with feedback on their performance. The evaluation process includes a pre-observation conference, classroom observation, post-observation conference, and a summative evaluation. The pre-observation conference is used to discuss the teacher’s goals and objectives for the lesson. The evaluator will observe the teacher’s instruction and interactions with students during the classroom observation. The post-observation conference discusses the teacher’s performance and provides feedback. The summative evaluation is used to provide an overall rating of the teacher’s performance. The ratings are based on the Missouri Professional Teaching Standards and are used to determine the teacher’s professional development needs. |
| Montana – The Montana Office of Public Instruction uses the Montana Educator Evaluation System | The website is: https://opi.mt.gov/ | (MEES) to evaluate the performance of educators in the state. The MEES is a comprehensive system that includes multiple measures of educator performance, including student achievement, classroom observations, and surveys of students, parents, and colleagues. The MEES is designed to provide feedback to educators on their performance and to help them improve their practice. The system also provides data to school districts and the state to help inform decisions about educator effectiveness. The MEES is based on the Danielson Framework for Teaching, a research-based effective teaching model. The system includes four domains of teaching practice: planning and preparation, classroom environment, instruction, and professional responsibilities. Each domain is further broken down into components and elements that are used to evaluate an educator’s performance. Educators are evaluated on a four-point scale, with four being the highest rating. The MEES also includes a system of professional development and support to help educators improve their practice. |
| Nebraska – The Nebraska Department of Education uses the Nebraska Educator Evaluation System | The website is https://education.ne.gov/NDE/NEES/ | (NEES) to evaluate the performance of educators in the state. The system is based on the Danielson Framework for Teaching, which is a research-based model for evaluating teaching practice. The evaluation process includes a pre-observation conference, an observation of the educator’s teaching, and a post-observation conference. The evaluation is based on four domains: planning and preparation, classroom environment, instruction, and professional responsibilities. The evaluation is conducted by a trained evaluator and includes a rating of the educator’s performance in each domain. The ratings are used to determine the educator’s overall performance rating. The overall performance rating is used to inform decisions about professional development, compensation, and other personnel decisions. |
| Nevada – The Nevada Department of Education uses the Nevada Educator Evaluation System | The website is https://nevada.gov/education/educator-evaluation/ | (NEES) to evaluate the performance of educators in the state. The system is designed to provide an objective and comprehensive evaluation of educators based on their performance in the classroom. The evaluation process includes a review of the educator’s teaching practices, student achievement, and professional development activities. The evaluation is conducted by a team of trained evaluators who use a variety of data sources to assess the educator’s performance. The evaluation results inform decisions about educator effectiveness and provide feedback to educators on their performance. The system also provides a platform for educators to reflect on their practice and to develop professional growth plans. |
| New Hampshire – The New Hampshire Department of Education uses the New Hampshire Teacher Evaluation and Support System | website: https://www.education.nh.gov/ | (NH TESS) to evaluate and support teachers. The program is designed to provide teachers with feedback and support to help them improve their practice. The program includes a comprehensive evaluation process that includes multiple measures of teacher performance, including classroom observations, student surveys, and other measures. The evaluation process is designed to provide teachers with meaningful feedback and support to help them improve their practice. The program also includes professional development opportunities for teachers to help them grow and develop as educators. The program is designed to ensure that all New Hampshire teachers receive the support and feedback they need to succeed in their classrooms. |
| New Jersey – The New Jersey Department of Education uses the New Jersey Teacher and Principal Evaluation System | website: https://www.state.nj.us/education/teachers/eval/ | (NJTPES) to evaluate teachers and principals in the state. The system is based on the Danielson Framework for Teaching, which is a research-based framework that focuses on the four domains of teaching: planning and preparation, classroom environment, instruction, and professional responsibilities. The evaluation system includes multiple teacher and principal performance measures, including student growth, classroom observations, and other measures. The evaluation system also includes a system of support and feedback for teachers and principals to help them improve their practice. The NJTPES is designed to ensure that all teachers and principals in New Jersey are held to high standards and receive the support they need to be successful. |
| New Mexico – The New Mexico Public Education Department uses the New Mexico Teacher Evaluation System | The website for the New Mexico Public Education Department is https://webnew.ped.state.nm.us/ | (NMTE) to evaluate teachers in the state. The system is based on the Danielson Framework for Teaching, which is a research-based model for evaluating teacher performance. The evaluation process includes four components: planning and preparation, classroom environment, instruction, and professional responsibilities. Each component is evaluated using a rubric that includes student engagement, lesson objectives, and classroom management criteria. The evaluation is conducted by a trained evaluator who observes the teacher in the classroom and provides feedback. The teacher then has the opportunity to reflect on the feedback and make changes to their teaching practice. The evaluation is used to inform professional development and support for teachers. |
| New York – The New York State Education Department uses the New York State Teacher Evaluation System | The website is https://www.nysed.gov/ | to evaluate teachers in the state. The system is based on the Danielson Framework for Teaching, which is a research-based framework that focuses on the four domains of teaching: planning and preparation, classroom environment, instruction, and professional responsibilities. The evaluation system includes multiple measures of teacher performance, including observations, student surveys, and other measures. The evaluation system is designed to provide feedback to teachers on their performance and to help them improve their practice. The system also provides data to school districts to help them make decisions about teacher hiring, placement, and professional development. |
| North Carolina – The North Carolina Department of Public Instruction uses the North Carolina Teacher Evaluation System | website: https://www.ncpublicschools.org/teachers/evaluation/ | (NC-TES) to evaluate teachers. The system is based on the Danielson Framework for Teaching, which is a research-based model for evaluating teacher performance. The evaluation process includes four components: Professional Practice, Student Growth, Leadership, and Professional Learning. Each component is evaluated using a rubric that includes criteria such as planning and preparation, classroom environment, instruction, and professional responsibilities. The evaluation is conducted by a trained evaluator, who observes the teacher in the classroom and provides feedback. The teacher then can reflect on the feedback and make changes to their practice. The evaluation is then used to inform professional development and support for the teacher. |
| North Dakota – The North Dakota Department of Public Instruction uses the North Dakota Teacher Evaluation System | The website for North Dakota is www.nd.gov. | (NDTES) to evaluate teachers. The NDTES is a comprehensive system that includes multiple measures of teacher performance, including student achievement, classroom observations, and teacher self-assessments. The system is designed to provide feedback to teachers on their performance and to help them improve their practice. The NDTES is used to evaluate teachers in all grade levels and subject areas. The evaluation process includes a pre-observation conference, classroom observation, post-observation conference, and a summative evaluation. The evaluation results are used to inform professional development and to provide feedback to teachers on their performance. |
| Ohio – The Ohio Department of Education uses the Ohio Teacher Evaluation System | The website is: https://www.ohioes.com/ | (OTES) to evaluate teachers. The system is based on the Ohio Teacher Standards, which are the expectations for teachers in the state. The evaluation process includes a review of the teacher’s performance in the classroom and feedback from students, parents, and administrators. The evaluation is based on a rubric that includes classroom management, instruction, and professional development criteria. The evaluation is used to determine whether a teacher is meeting the standards and to provide feedback for improvement. The results of the evaluation are used to inform decisions about teacher placement, professional development, and other personnel decisions. |
| Oklahoma – The Oklahoma State Department of Education uses the Oklahoma Teacher and Leader Effectiveness Evaluation System | The website is https://sde.ok.gov/ | (OTLEES) to evaluate teachers and school leaders. OTLEES is a comprehensive evaluation system that uses multiple measures to assess teacher and leader effectiveness. The system includes a variety of measures such as student achievement, classroom observations, and surveys. OTLEES also provides feedback to teachers and leaders on their performance and provides resources to help them improve. OTLEES is designed to help teachers and leaders become more effective in their roles and to help schools improve student outcomes. |
| Oregon – The Oregon Department of Education uses the Oregon Educator Evaluation System | The website is https://www.oregon.gov/ode/educator-resources/Pages/default.aspx | to evaluate the performance of educators in the state. The system is based on the Danielson Framework for Teaching, which is a research-based model for evaluating teaching practice. The evaluation process includes a pre-observation conference, classroom observation, post-observation conference, and a summative evaluation. The evaluation is based on four domains: planning and preparation, classroom environment, instruction, and professional responsibilities. Educators are evaluated on a four-point scale, with four being the highest rating. The evaluation results are used to inform professional development and support for educators. |
| Pennsylvania – The Pennsylvania Department of Education uses the Pennsylvania Educator Evaluation System | The website is: https://www.pakeys.org/ | (PEES) to evaluate the performance of educators in the state. The system is based on the Danielson Framework for Teaching, which is a research-based model for evaluating teaching practice. The system includes four domains of teaching practice: planning and preparation, classroom environment, instruction, and professional responsibilities. Each domain is further broken down into components and indicators. Educators are evaluated on each component and indicator using a four-point rating scale. The ratings are then used to determine an overall rating for the educator. The overall rating is used to inform decisions about professional development, compensation, and other personnel decisions. |
| Rhode Island – The Rhode Island Department of Education uses the Rhode Island Teacher and Principal Evaluation System | The website for the Rhode Island Department of Education is www.ride.ri.gov | (RITPES) to evaluate teachers and principals. The system is based on the Danielson Framework for Teaching, which is a research-based framework that focuses on the four domains of teaching: planning and preparation, classroom environment, instruction, and professional responsibilities. The evaluation system includes multiple teacher and principal performance measures, including observations, student surveys, and student achievement data. The evaluation system also includes a professional development component, which provides teachers and principals with feedback and support to help them improve their practice. The evaluation system is designed to be a continuous improvement process, with teachers and principals receiving feedback throughout the year. |
| South Carolina – The South Carolina Department of Education uses the South Carolina Teacher and Administrator Evaluation System | The website for the South Carolina Department of Education is https://ed.sc.gov/ | (SC-TAES) to evaluate teachers and administrators. The SC-TAES is a comprehensive system that includes multiple teacher and administrator performance measures. The system includes a variety of components, such as classroom observations, student surveys, and student achievement data. The system also includes a professional development component that allows teachers and administrators to improve their practice. The SC-TAES is designed to provide feedback to teachers and administrators on their performance and to help them identify areas for improvement. The system also informs decisions about teacher and administrator placement, compensation, and professional development. |
| South Dakota – The South Dakota Department of Education uses the South Dakota Teacher Evaluation System | The website for South Dakota is https://doe.sd.gov/ | (SDTES) to evaluate teachers in the state. The system is based on the Danielson Framework for Teaching, which is a research-based model for evaluating teacher performance. The system includes four domains of teaching: planning and preparation, classroom environment, instruction, and professional responsibilities. Each domain is further broken down into components and indicators that are used to assess teacher performance. The evaluation process includes formal and informal observations and feedback from students, parents, and colleagues. The evaluation results are used to provide teachers feedback and inform professional development plans. |
| Tennessee – The Tennessee Department of Education uses the Tennessee Educator Acceleration Model | (TEAM) website, which can be found at https://www.tn.gov/education/ | (TEAM) to evaluate and support educators in the state. TEAM is a comprehensive system that evaluates educators based on their classroom performance, professional development, and leadership. The evaluation process includes a review of the educator’s classroom performance, professional development, and leadership activities. The evaluation is based on a rubric that includes criteria such as student achievement, instructional practices, and professional development. The evaluation results determine the educator’s professional development needs and provide feedback and support. The program also provides resources and support to help educators improve their practice and increase student achievement. |
| Texas – The Texas Education Agency uses the Texas Teacher Evaluation and Support System | (T-TESS) website to provide information and resources for teachers in the state of Texas. The website can be found at https://tea.texas.gov/academics/early-childhood-education/t-tess-resources-for-ece-administrators-and-educators | (T-TESS) to evaluate and support teachers. The program is designed to provide teachers with feedback and support to help them improve their teaching practice. The program includes a self-assessment, observation, and feedback from administrators and peers. The program also includes professional development activities and resources to help teachers improve their practice. The program is designed to be an ongoing process of improvement and growth for teachers. |
| Utah – The Utah State Office of Education uses the Utah Educator Evaluation System | The website is https://www.schools.utah.gov/curr/ | The system is based on the Danielson Framework for Teaching, which is a research-based model for evaluating teaching practice. The system includes four components: Professional Practice, Student Growth, Professional Learning, and Leadership. Educators are evaluated on each of these components using a rubric that includes multiple indicators. The evaluation is conducted by a trained evaluator, who observes the educator in the classroom and provides feedback. The evaluation results are used to inform professional development and support for educators. |
| Vermont – The Vermont Agency of Education uses the Vermont Educator Evaluation System | The website is: https://education.vermont.gov/educator-licensure/teacher-leader-effectiveness | The system is based on the Danielson Framework for Teaching, which is a research-based model for evaluating teaching practice. The evaluation process includes a pre-observation conference, an observation of the educator’s teaching, and a post-observation conference. The evaluation is based on four domains: planning and preparation, classroom environment, instruction, and professional responsibilities. The evaluation is used to provide educators feedback and inform professional development plans. The system also includes a support system for educators, including mentoring, coaching, and professional learning communities. |
| Virginia – The Virginia Department of Education uses the Virginia Teacher Evaluation and Support System | (VATESS) website to provide information and resources for teachers, administrators, and other stakeholders in the Virginia education system. The website can be found at https://www.doe.virginia.gov/home | (VTESS) to evaluate and support teachers. The program is designed to provide teachers with feedback and support to help them improve their practice. The program includes a comprehensive evaluation process that includes multiple measures of teacher performance, including student achievement, classroom observations, and teacher self-assessments. The program also provides professional development opportunities for teachers to help them improve their practice. The program is designed to be a collaborative effort between teachers, administrators, and other stakeholders to ensure that teachers receive the support they need to succeed in the classroom. |
| Washington – The Washington State Office of Superintendent of Public Instruction uses the Washington State Educator Evaluation System | The website is https://www.sbe.wa.gov/ | The system is based on the Danielson Framework for Teaching, which is a research-based framework for evaluating teaching practice. The system includes four components: Professional Growth Plan, Professional Learning Plan, Professional Practice Evaluation, and Student Growth Measurement. The Professional Growth Plan is a self-assessment of the educator’s practice and includes goals for improvement. The Professional Learning Plan is a plan for professional development activities. The Professional Practice Evaluation is an observation of the educator’s practice and includes feedback from the evaluator. The Student Growth Measurement is a measure of student learning outcomes. The system also includes a rating system that is used to rate the educator’s performance. The ratings are based on the evidence collected during the evaluation process. |
| West Virginia – The West Virginia Department of Education uses the West Virginia Educator Evaluation System | website: https://wveis.k12.wv.us/Evaluation/ | (WVEES) to evaluate the performance of educators in the state. The system is based on the Danielson Framework for Teaching, which is a research-based model for evaluating teaching practice. The system includes four components: Professional Practice, Student Growth, Leadership, and Professional Learning. Each component is evaluated using a rubric that includes multiple indicators. Educators are evaluated on a four-point scale, with four being the highest rating. The evaluation results are used to inform professional development and support for educators. The WVEES also provides feedback to educators on their performance and provides resources to help them improve their practice. |
| Wisconsin – The Wisconsin Department of Public Instruction uses the Wisconsin Teacher and Administrator Evaluation System | The website is https://dpi.wi.gov/ | (WTAES) to evaluate teachers and administrators. The WTAES is a comprehensive system that includes multiple teacher and administrator performance measures. The system includes a variety of components, such as student achievement data, classroom observations, and surveys of students, parents, and colleagues. The system also includes a professional development component that allows teachers and administrators to improve their practice. The WTAES is designed to provide feedback to teachers and administrators on their performance and to help them identify areas for improvement. The system also informs decisions about personnel placement, professional development, and other personnel decisions. |
| Wyoming – The Wyoming Department of Education uses the Wyoming Teacher and Administrator Evaluation System | The website for the Wyoming Department of Education is https://edu.wyoming.gov/ | (WyTES) to evaluate teachers and administrators. The system is based on the Danielson Framework for Teaching, which is a research-based model for evaluating teaching practice. The evaluation process includes a pre-observation conference, an observation of the teacher or administrator, and a post-observation conference. The evaluation is based on four domains: planning and preparation, classroom environment, instruction, and professional responsibilities. The evaluation is conducted by a trained evaluator and includes rating the teacher or administrator’s performance in each domain. The evaluation results are used to inform professional development and support for teachers and administrators. |
Most statewide evaluation systems have a web portal for login. However, they often lack a user-friendly mobile app for observing, documenting, and sharing immediate feedback. Education Walkthrough, a mobile app developed specifically for educators by educators, aims to address this gap by providing a platform to support informal teacher observations. With its easy-to-use interface, Education Walkthrough makes it simple for educators to document and share feedback on the spot, allowing for more efficient and effective communication and collaboration among teachers and administrators.
Disclaimer – Evaluation systems are subject to change and may vary by district or school. This is a general overview of the systems used by each state’s education department, but it may not be the only system used or in use across all schools. State programs change yearly and often throughout the year, for the most up-to-date information please get in touch with the department of education in your state.
