This study undertook an investigation of policy and practice related to teacher evaluation and development among Colorado school districts. A conceptual analysis was applied to a sample of teacher evaluation policies and process materials from 30 school districts. The study was based on policy objectives stipulated in state statute and best practice as reported in the literature. Results of the study show little relationship to teacher development and an emphasis in the policies and processes toward summative evaluations. Student outcomes received modest attention while the processes of teacher evaluation seemed de-contextualised to other school district systems.
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