Philadelphia’s Teacher Appraisal System lays out a number of features of the current appraisal system used by the School District of Philadelphia (SDP) that keep it from effectively supporting high-quality teaching. District schools rate teacher observations as either satisfactory or unsatisfactory, rather than providing nuance that could make the system more practical; there is an absence of adequate training for administrators in appraisal best practices; the tenure system is unrelated to teacher effectiveness; the termination process is burdensome and problematic; and in general the systems are antiquated and not designed in ways that could make them meaningful tools for teacher and school improvement. The report lays out six areas where change is needed: the appraisal system should be rooted in clear, rigorous, and evidence-based teaching standards; the appraisals should draw on multiple sources of data (rather than being solely based on classroom observation, as is the case in District schools); principals need to be well-supported in implementing a new teacher appraisal system; tenure should be a professional milestone that is earned and rewarded; the appraisal process needs to incorporate teachers as active participants; and the process of teacher termination should not be overly burdensome for principals nor disrespectful to teachers;

Philadelphia’s Teacher Appraisal System: Needs Improvement
Camika Royal , Matthew Tossman
Date: October 2009
Related Publications

Publication
State of Inequity: Disparities in Pennsylvania School Districts by Degree of Funding Adequacy
David Lapp

Publication
Patterns of Student Mobility Among English Learner Students in Public High Schools in Philadelphia
Lindsey Liu, Sean Vannata

Publication
Interim Report 2 on the Implementation, Impact, and Cost Effectiveness of Developmental Education Reform in California’s Community Colleges
Kri Burkander, Dae Y. Kim, Mark Duffy, Lindsey Liu, Taylor Stenley, Keerthanya Rajesh, Sean Vannata

Publication
Students Experiencing Homelessness in Pennsylvania: A 2024 Update
David Lapp, Anna Shaw-Amoah

Publication
The When and How of Keystone Exams in the School District of Philadelphia
Molly Pileggi, Sean Vannata, Alyn Turner

Publication
Understanding Increases in Head Start Teacher Turnover During COVID-19
Kendall LaParo, Anna Shaw-Amoah

Publication
Examining the Effectiveness of Race-Specific Funding Strategies in Higher Education
Kri Burkander, Shafiqua Little, Mycaeri Atkinson

Publication
“For the Good of the City” An Early Evaluation of the Catto Scholarship
Kri Burkander, Karin Gegenheimer, Alita Robinson

Publication
Revisiting Research on School Closings: Key Learnings for District and Community Leaders
Mary Eddins, Maja Pehrson, Kevin Burgess

Publication
Responding, Reimagining, Realizing: Out-of-School Coordination in a New Era
Tracey A. Hartmann, Wendy McClanahan, Mark Duffy, Leana Cabral, Carolyn Barnes, Ph.D, Brian Christens, Ph.D

Publication
Personalized, Competency-Based Learning in Arizona: A Case Study of Implementation in Yuma Union High School District
Kevin Burgess, Julia Ransom, Mark Duffy

Publication
Personalized, Competency-Based Learning in Arizona: A Case Study of Implementation in an Elementary School in Santa Cruz Valley Unified School District 35
Julia Ransom, Kevin Burgess, Mark Duffy