This problem-based learning project focused on the need to enhance the capacity for leadership of building administrators in order to effectively evaluate teachers. Federal and state guidelines mandate highly qualified teachers in every classroom, and teacher evaluation is an important component to ensure qualified teachers are in the classroom. However, the current Performance Based Teacher Evaluation model for the state of Missouri was written in 1999 and has little relationship to current best practices, according to the research. Administrators receive little training in teacher evaluation, and research indicates that effective evaluation practices must be linked to best practices.

In this team project, three educators explored various aspects of teacher evaluation through research and a survey conducted among Missouri public school administrators related to teacher evaluation practices, including the extent of their training. Federal and state guidelines and standards set forth by administrator associations were analyzed. The team also conducted research of experts in the field regarding current best practices in teaching and components of teacher evaluation. A scoring guide was created in order to synthesize those practices recommended for inclusion in effective teacher evaluation.

In general, the team found that administrators did not know or use a set of personnel standards, lacked training, and that research-based current best practices were not always included in the teacher evaluation. Though federal mandates require highly qualified teachers in every classroom, due to the lack of time and training, administrators are not always able to accurately evaluate teachers. The team established recommendations based on these findings; included are the need for continuous administrator training and revision of current teacher evaluation programs to include best practices of data-driven instruction, multiple evaluators, and adherence to standards.