Abstract
Limited research has been done to examine teacher evaluation in rural schools. This article presents an analysis of legislation and regulation of teacher evaluation in selected rural states, highlights their commonalities and differences, reports their litigation, and speculates on potential problems that can result in rural schools. It ends with recommendations for states to consider now that the Every Student Succeeds Act (formerly No Child Left Behind) has passed, and states have the option to reconsider their teacher evaluation plans.
Highlights
Teacher evaluation has become a dominant reform strategy to address teacher quality in the states since 2009
That the Every Student Succeeds Act (ESSA) replaces No Child Left Behind, states can make their own decisions about the use of student test scores, because of ESSA’s silence on teacher evaluation (Klein, 2015)
While little is reported about the implementation of new teacher evaluation systems in rural schools (e.g., Eady & Zepeda, 2007; Egley & Jones, 2004; Lasswell, Pace & Reed, 2008), this research is offered to stimulate future reports
Summary
While little is reported about the implementation of new teacher evaluation systems in rural schools (e.g., Eady & Zepeda, 2007; Egley & Jones, 2004; Lasswell, Pace & Reed, 2008), this research is offered to stimulate future reports. It presents findings of an analysis of the legislation and regulation of teacher evaluation in the central states of Arkansas, Illinois, Missouri, Oklahoma and Texas. The article ends with recommendations for states to consider at this important crossroad that ESSA has provided
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