Teacher evaluation in Colorado: How policy frustrates practice

This article is a report of a study that used data from multiple sources to explore the hypothesis that systemic barriers inherent in Colorado’s teacher evaluation policies often contribute to ineffective teacher evaluations across the state. Data were collected from extant studies, focus groups, and surveys of teachers, site administrators/head teachers, and school district human resources administrators. Using a mixed methods study design, the research team identified four major barriers to an efficacious teacher evaluation system: an over-reaching state policy; negative incentives for teachers and administrators to commit to policy objectives; time constraints; and poorly designed evaluation processes. Policy recommendations are proffered based on study findings.