Can Teacher Evaluation Systems Produce High-Quality Feedback? An Administrator Training Field Experiment

Abstract

A core motivation for the widespread teacher evaluation reforms of the past decade was the belief that these new systems would promote teacher development through high-quality feedback. We examine this theory by studying teachers’ perceptions of evaluation feedback in Boston Public Schools and evaluating the district s efforts to improve feedback through an administrator training program. Teachers generally reported that evaluators were trustworthy, fair, and accurate but that they struggled to provide high-quality feedback. We find little evidence that the training program improved perceived feedback quality, classroom instruction, teacher self-efficacy, or student achievement. Our results illustrate the challenges of using evaluation systems as engines for professional growth when administrators lack the time and skill necessary to provide frequent, high-quality feedback.