Relationship between the Adoption of BARS Teacher Evaluation Model and its Impact on Student Performance

There currently is a mismatch in the outcomes in education between teacher performance evaluation models and student outcomes. Data from Illinois State Board of Education shows teachers in one district have a 99.7% of teachers meeting excellent or proficient standards, while only 13% of 11th graders can read at grade level. The research will identify trends in performance evaluation and how the application of theories of industrial-organizational psychology can play in shaping and improving current teacher evaluation models. Professional development and evaluations should be linked to quantitative data which does not exist current evaluation models. The development of behavioral anchored rating scale would be a stronger evaluation model for teacher versus existing graphic rating scales. This should then lead to the development for a BARS model tied to each subject matter to increase the validity and reliability in teacher evaluations. Current teacher evaluation models do not properly assess teacher’s knowledge, skills, abilities and other characteristics, and the implementation of a performance evaluation model for teachers based on a Behavior Anchored Rating Scale will lead to improvement is student outcomes.