Depending on the lens through which teacher evaluation is viewed, educators' purposes for evaluation vary. A teacher may view the evaluation process as an opportunity to be validated by her administrator, and principals may view it as a legal obligation to fulfill for human resources. Yet, a more important purpose is missed if the evaluation system does not effectively function as a professional development tool offering teacher reflection, specific feedback, and data to formulate individualized professional development plans to improve instruction and ultimately student achievement.

In this study, a standards-based teacher evaluation was designed by a district committee and tested to determine its viability for changing teacher performance and its usefulness as a professional development tool. Teachers were observed and evaluated using the newly created rubrics in August and November. Participating teachers and administrators were surveyed on their perceptions of reliability, validity, usefulness, and the system design. Focus group participants also discussed their perceptions of reliability, validity, usefulness, and the system design.

Findings revealed that teacher performance improved with the use of the standards-based teacher evaluation. The four-point rubric provided administrators with a tool to differentiate among teacher proficiency levels to promote professional growth. Administrators believed that the pilot standards-based teacher evaluation provided more specific and reliable feedback to teachers than the evaluation that is currently used. However, teacher perceptions of the standards-based evaluation were less positive than teacher perceptions about the current evaluation. Teacher feelings and beliefs are important to understand as the teacher evaluation committee seeks to revise the system and make implementation decisions for the future.