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4 Teacher Evaluation Models to Use (With Examples!)

• School Leadership
• What makes a teacher evaluation model reliable
• How evaluation models have evolved in recent years
• Four major teacher evaluation models, and their pros and cons
• Examples of how these teacher evaluation models have been used in the real world

Teacher evaluation is a topic of hot debate in the world of K-12 schooling, and for good reason.

You have the responsibility to make sure the students in your school are receiving a good education — and that the foundation of their education is based on engaged, effective teaching.

Strong  instructional leadership  will help guide teachers to success, but  teacher evaluation is key for the professional and personal growth that leads teachers to improved performance.

That makes teacher evaluation one of the most important tasks on your to-do list. Unfortunately, measuring the proficiency of the teachers in your school isn’t easy.

But don’t worry: There are teacher evaluation models that give you a clear and reliable view of your teaching staff.

So, how can you make sure you’re using the right teacher evaluation model?

Let’s get started!

Teacher evaluation: What makes a model reliable?

A truly valuable teacher evaluation model will help you see the strengths and weaknesses of each individual teacher working under your management.

This allows you to:

• Make informed decisions about the teachers in your school
• Give constructive feedback to teachers, helping them to develop their professional skills

So, how can you ensure that you’re using a reliable evaluation model?

The best way is to look at its results:

1. Is the evaluation model consistent?

Is a teacher getting a high rating one year, and a low rating the next year? If they haven’t changed their teaching methods but are receiving inconsistent scores, then the model is faulty.

2. Do the teachers themselves trust the evaluation model?

If your teachers voice negative opinions about a certain evaluation model, it’s important to take that into consideration. If you use a model that your teachers don’t trust, they’ll be quick to discount the feedback they receive.

3. Can the teacher evaluation model be affected by bias?

Bias or prejudice can cause a school administrator either to reduce or inflate the score that certain teachers receive. If the score of a teacher can be greatly influenced by the bias of the person running the evaluation, that model is not reliable.

Of course, teacher evaluation models are continuing to evolve, especially in light of recent updates to the education system.

How changes in the system mean changes in teacher assessment

20 years ago, teacher evaluation was done on a much less intense scale, and it was not such a topic of debate.

However, times have changed, and so has the system.

The kick-off was  a report published in 2009 , which studied 12 school districts. This study found that almost 100% of teachers had been ranked ‘satisfactory’ when evaluated, and also that more than 43 percent of teachers rated their own instructional performance a nine or higher. 

So, the question was raised: How can current evaluation models be accurate if all teachers are ranked the same?

A new model was obviously needed.

In the last 10 years, many new studies, innovations, and laws were produced, which completely reshaped the scene of teacher evaluations.

Although teacher evaluations have changed, however, it’s somewhat ironic to note that  teacher ratings remained high  even after all of these new evaluation systems were implemented.

So, again comes the question: how can you tell whether the teachers in your school are truly effective?

Which teacher evaluation model will work best for you?

The 4 major teacher evaluation models and what they can do

It’s time to dive into the top teacher evaluation models being used today.

Keep reading to find the evaluation model that works best for your school.

1. The Value-Added Model (VAM)

In basic terms, VAM measures how a certain teacher contributes to the progress of their students.

How does it work? Basically, like this:

• VAM takes the test scores of students from previous years, as well as information about their background, and predicts what their test scores will be in the following year.
• Data is then collected on whether students exceeded those expectations or not.
• The teacher’s value-added estimate is calculated by finding the average of differences between the actual and predicted scores of the students.

In theory, this method allows you to compare the effectiveness of different teachers by showing their results: how did their students improve from one testing period to another?

The advantages:

• VAM, once implemented, is a simple calculation. That means it takes much less time than teacher observation.
• In theory, it allows school admins to make apples-to-apples comparisons among the teachers that work under them.

The disadvantages:

• One study found that teacher misclassification using the value-added model could be  up to 35% .
• VAM ratings could be influenced by the students assigned to teachers rather than by their own teaching ability.
• This model allows you to see the best and the worst teachers, but it’s hard to define those who land in-between.
• If student scores are already high, it’s difficult for teachers to continually raise them. This is known as the ceiling effect: If student scores aren’t increasing, teachers will rank badly in the VAM, but how can you help a student increase a score that’s already high?

It’s clear from real-life examples that the value-added model, while effective to a certain degree, can have a nasty turn for the worst when left unchecked.

Several examples in the state of Tennessee  show that VAM was ineffectual and unfair both for teachers and for students.

So, does that mean the value-added model is completely useless?

Not at all.

There are several serious advantages to using VAM when conducting teacher evaluations.

Moreover,  educational software for subjects like math  is making it easier than ever to visualize and track student progress -- simplifying the calculation of student performance and enhancing the accuracy and ease-of-use of the VAM.

However, it should not be the only factor used in ranking how well your teachers do their work.

So, let’s discuss another model.

2. Teacher observations

Watching teachers in the classroom is a tried and tested way for school administrators to see how effectual the teachers are.

Seeing how a teacher handles the classroom, what kind of atmosphere they bring to the group, the content they have prepared for their class, and how they handle to their responsibilities is a surefire way to a reliable evaluation.

Unfortunately,  the reliability of an observation can only be as reliable as the observer .

Let’s see the advantages and disadvantages of this model, and discuss how to improve the effectiveness of teacher observations.

• Well-designed rubrics allow for consistent, reliable results.
• Allows school admins to be completely aware of what goes on in their school.
• Gives admins the ability to see extra details in the classroom, such as a teacher’s rapport with the students, body language of both parties, and whether students are treated with respect.
• Observing teachers in class takes a lot of time from a school admin’s busy schedule.
• First impressions matter:  a negative impression at the start has been proven to linger  in the mind of the observer.
• Teacher observations can be influenced by bias on the part of the observer.
• When a school administrator is present in the classroom, both student and teacher behavior may be different since the kids don’t want to get in trouble and the teacher is probably nervous.

How to make teacher observations more effective

Observing teachers in the classroom gives administrators the incredible advantage of feeling the atmosphere of the lesson, not just seeing the test results.

But what about those serious disadvantages?

There are proven ways to make teacher observations a more reliable evaluation method. Let’s discuss three of them.

The observers must be taught.  It’s essential for all involved in the observation process to have the same understanding of how to take in evidence and translate that into a consistent and reliable ranking for the teachers.

For example,  The Rhode Island Department of Education  trained observers by giving them a basic understanding of the rubric, then assigning each group a component and allowing them to discuss what was being measured.

They also discussed different indicators that could be seen in the classroom. This helped all involved to understand the definition of the rubric, and to produce more consistent results.

Include more observers.  To reduce bias, include more observers.

A  study by the MET Project  shows that using multiple observers for the same teachers increases accuracy, since this would remove bias from the equation.

This same study also proved that observing teachers for 15-minute increments was 60% as reliable as watching a full lesson, but took only ⅓ of the time.

In the above-linked study by the MET, researchers found a few surprising outcomes about teacher evaluations; for example, in some scenarios, teachers' peers gave lower scores on average than administrators. They were less likely to give scores above 3 (proficient), but they were also less likely to provide scores below 2 (basic).

Make use of video for observations.  A two-year study project called the  Best Foot Forward Project  found that recording teachers in class had serious advantages for teacher observation.

School admins used video clips as a point of reference when giving feedback to teachers, and found that their conversations were more geared towards collaboration.

Also, using video allows school admins to observe teachers at a time that’s convenient for them, not necessarily during class hours.

Using video also gave teachers and admins a better view of what was going on in the classroom.

For example, do you think you’d notice if a student was throwing a ball against the wall for an entire class? Think again: one teacher in this study watched a video of his class and only then discovered that a student had been bouncing a golf ball for the entire period!

It’s clear that observations are an important part of teacher evaluations. When done correctly, these observations can provide a reliable view of a teacher’s ability and the effect on their students.

3. The Framework Model

Developed in 1996 by Charlotte Danielson,  the Framework for Teaching   (FFT) was originally meant to be the definition of good teaching.

This Framework is based on four different Domains. They cover the four essential responsibilities of teachers:

• Planning and Preparation
• Classroom Environment
• Instruction
• Professional Responsibilities

In total, there are 22 components inside these domains, which cover 76 smaller elements of teaching.

The goal of this evaluation model is to help observations become more meaningful, giving both school administrators and teachers the ability to improve in their skills.

The Framework model has been run through several different validation studies, most of which have come up with a similar result: using the Framework as a teacher evaluation model  produces consistently positive results .

In other words,  when schools use FFT for teacher evaluations, the teachers develop their skills and the students improve their grades.

When the Chicago Public School District started implementing the Danielson Framework for Teaching in their teacher evaluations, a study was conducted to see how the Framework actually helped schools.

Both teachers and principals agreed on three major benefits when using the FFT for teacher evaluations:

• Discussions were more focused.
• Reflection on instructional practice was increased.
• Feedback became more evidence-based, rather than being subjective.

In the end,  89% of school administrators agreed that the quality of conversations with teachers had greatly improved  when using the Framework in teacher evaluations.

However, it was also found that the success of the Framework model was highly subjective to the understanding both teachers and evaluators have of the model. In other words, the more training and knowledge of the Framework, the better the results.

4. The Marzano Focused Teacher Evaluation Model

Developed by Dr. Robert Marzano and Dr. Beverly Carbaugh,  this research-based teacher evaluation model  narrows down the art of teaching to 23 essential competencies.

These competencies are focused into four different categories:

• Standards-Based Planning
• Standards-Based Instruction
• Conditions for Learning

In a similar approach to the Framework model, the Marzano Model focuses not only on the actual instruction given by teachers, but also the atmosphere of the classroom and the behind-the-scenes work involved in teaching.

How teachers at A.D. Henderson improved their skills with the Marzano Model

A.D. Henderson, in Boca Raton, is a public elementary and middle school that strives for excellence. In 2011, they implemented the Marzano Teacher Evaluation Model and saw great results for both teachers and students.

In an interview with some of the  teachers at A.D. Henderson,  three main benefits were identified:

• Teachers grew professionally
• Teachers learned how to engage students better
• More focus was given to planning and creating learning goals

This was a large improvement from the checklists previously used for teacher evaluations, as conversations with school administrators were more focused, giving teachers better feedback to improve with.

For example: Brian Schum, a civics and history teacher at A.D. Henderson, said his own teaching ability improved after useful feedback with the Marzano model.

As he improved, he saw improvement in his students: they began to generate and test hypotheses, use evidence to support those theories, and progressively revise their knowledge.

Mr. Schum’s conclusion about the Marzano teacher evaluation model was this: “When you get to the end of the year, you feel fulfilled.”

Conclusion: A Combination of teacher evaluation models produces results you can rely on

After discussing these different teacher evaluation models, which one stands out to you?

It’s obvious that each teaching model has its strong points as well as its faults. Does that mean you should just pick one and hope for the best?

Not necessarily.

A study by the MET project  found that there are three essential factors to teacher evaluation, which should all be considered in balance:

• A value-added method
• Students’ opinions of their teachers
• Teacher observations based on a model (such as the Framework or the Marzano model)

Balancing these three factors allows school administrators to have a clear understanding of what is going on in their school, as well as how students are being affected.

An effective teacher evaluation model will help achieve your ultimate goal: making your school home to engaged, well-taught and well-prepared students.

Obviously, you want the best for your school. Your ultimate goal is to have teachers who continually develop their abilities in the classroom, and students who take advantage of this education to the fullest.

Use these tips to implement the right balance in your teacher evaluations, and you’ll be able to help both students and teachers succeed in the classroom.

Want to simplify your teacher evaluations ? Try  Prodigy  — the curriculum-aligned math platform used by over 100 million students, teachers and parents.  See how Prodigy can help teachers engage their students with math practice today!

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Who Should Evaluate Teachers?

Integrating peer review systems into teacher evaluations can lead to improved teacher effectiveness, academic achievement, and collaboration among colleagues.

Despite large-scale reforms over the past decade, teacher evaluation systems have “failed to improve student outcomes,” a widely cited 2021 study by Brown University researchers concluded.  

The new evaluation systems, researchers wrote, still relied on a top-heavy structure, which created “large demands on administrators’ time to conduct frequent observations and complete considerable paperwork, displacing other more potentially productive activities.” Many districts also placed “unrealistic expectations” on administrators to provide feedback to teachers, “narrowing the scope, depth, and quality of feedback teachers received.”  

One of the few bright spots in the report, in fact, were cities like Cincinnati, which implemented peer evaluation systems where teachers were evaluated by “experienced, expert teachers,” in addition to school principals—a system that improved student achievement in math. 

The findings align with what teachers say they want from evaluations. According to a 2022 National Council on Teacher Quality (NCTQ) report , studies over the past decade show that teachers perceive evaluations to be “more meaningful” and see greater improvement in their practice when evaluators are trained on smartly constructed observation rubrics, have more classroom experience, and have experience with “the content their evaluees are teaching.” 

The system probably can’t be scrapped entirely; it’s important for school leaders to have a window into classrooms and a clear sense of how individual pedagogical decisions are aligned with the school’s mission. But there remain real questions about the nature and scope of the leaders’ role in evaluations, and whether the process as a whole should be more distributed, with greater contributions from other stakeholders, like teachers and students. 

A 2016 report by the Brookings Institution , for example, argued that top-down systems would be more efficient if formal, and heavily weighted, observations were replaced with “checks” by school leaders to ensure that teachers have classrooms under control and are teaching in a way that aligns with the school mission and values. “This kind of minimal observation, analogous to car inspections, would be less taxing but still yield useful information.” Meanwhile, the report adds, incorporating more factors into the teacher evaluation process—improvements in student performance, findings from student surveys, and feedback from colleagues, for example—would give a fuller picture of teacher effectiveness and reduce noise in the system.

If decades of research call the top-down systems into question, what are the real alternatives? After all, it’s teachers who are on the hook—and it’s teachers who know the ins and outs of the craft and are well positioned to deliver transformative classroom feedback. With that in mind, we scanned the research and identified alternative, evidence-based methods of evaluation for consideration.

Collegial Feedback

A 2021 study makes a strong case against top-down evaluation systems, revealing that peer review by colleagues can prove to be more academically enriching to students and more useful to teachers. 

Researchers randomly assigned 1,300 math and English teachers in the U.K. to peer observation over a period of two years. Teachers used detailed rubrics to deliver feedback on classroom environment, instruction, planning, and assessment to their peers. 

The evaluations that teachers received didn’t only improve their practice; they also improved academic achievement. According to the study, students saw improvements in math and English that were the equivalent of “adding two to four weeks of additional class time to the school year,” when compared with their counterparts in schools that conducted “business as usual” evaluations, which were handled by school leaders and did not involve any observations by peers. 

Observers also stood to benefit from the process. According to the study, peer reviewers learned new evaluation skills and were able to use those new skills for self-evaluation. “Skill improvement may also explain improvements for observer teachers even though they were not actually scored,” the researchers wrote.

The Value of Rubrics 

What’s good for students is good for teachers. Rubrics provide structure, reduce unintentional bias, and promote detailed, targeted analysis of teaching practice when evaluators use them to provide more relevant and targeted feedback. According to the same 2021 study referenced above, “Being scored with a rubric creates new information likely helpful in deciding where to direct effort.” If observed and scored on a rubric by peers, they write, teachers not only get a sense of their own strengths and weaknesses, but also may “learn or infer information about how their own performance compares with that of other teachers.” 

Rubrics, the researchers contend, should be organized into key sections to evaluate a teacher’s practice, with several standards articulated within each section, such as whether a teacher creates an effective learning culture characterized by high expectations for students, whether they have solid classroom procedures and time management strategies in place, and whether they can effectively manage student behavior. 

But passing out evaluation rubrics isn’t enough. To make teachers confident in the integrity of the process, training observers on how to use the rubrics is required, according to NCTQ. Research shows that “teacher observation scores were more reliable and student learning improved when teachers were observed by evaluators who had been trained on the observation rubric.” 

A Picture’s Worth a Thousand Words

Part of the problem with more traditional evaluation processes is that they are a one-shot affair, requiring teachers to perform under unusual, high-stress circumstances. Video, on the other hand, is a powerful, asynchronous tool that can be leveraged for evaluations, writes educator Michael Moody . “Teachers can record themselves and submit videos to be viewed later by evaluators and/or peers for observation and coaching.” Videos can also provide teachers with an opportunity to self-evaluate and tinker with their teaching practice as they work on the feedback they’ve received. 

In a recent study , researchers found that when teachers videotaped themselves delivering a lesson and then discussed it with a feedback partner, they reported more positive feelings about the evaluation process and remained in the profession at a higher rate than peers not selected for videotaped observations. 

In addition, researchers noted, video observations are more efficient, allowing observers, including busy school leaders, to provide targeted feedback on their own schedule, without having to make space for time-consuming classroom visits. 

The Role of Students

A 2010 report from the Gates Foundation analyzed nearly 3,000 teachers in urban school districts and looked at multiple sources of data to test new approaches to measuring effective teaching. Part of that data included student surveys. Researchers concluded that student feedback and student achievement “do seem to point in the same direction, with teachers performing better on one measure tending to perform better on the other measures.”

According to the researchers, “Students seem to know effective teaching when they experience it.” Their research showed that positive student perceptions of a teacher were not merely self-serving: Teachers who were highly rated by students drove significant academic progress in other classes as well. The researchers noted that the most important data points were related to the students’ perception of a teacher’s ability to control a classroom and challenge students with rigorous work. 

To get clear directional feedback, the researchers recommended surveys that present students with a wide range of statements and allow them to indicate their level of agreement, from “totally untrue” to “totally true.” Some statements, like “My teacher seems to know if something is bothering me,” are related to how much a teacher seems to care about students and their work, while others, like “My teacher knows when the class understands, and when we do not,” are related to how well a teacher can clarify and explain difficult concepts. Meanwhile, prompts like “My teacher pushes us to think hard about the things we read” are aimed at assessing the level of rigor in the classroom. Student surveys are imperfect tools, of course. Scores on surveys can be negatively influenced by students who take umbrage with work they find too challenging, refuse to take the surveys seriously, or don’t trust that their answers will be kept confidential. This is why the researchers argued that student surveys represent a “valuable complement” and “inexpensive way” to supplement other, more costly, performance measures and indicators, such as classroom observations.

Group Reflection Using Teaching Squares

Teaching squares are a peer observation tool developed by educator Anne Wessely and frequently used in higher education. The approach calls for a group of four instructors, ideally from different disciplines, who observe each other’s teaching over a sequence of weeks or months. 

In a 2017 report , researchers from the Centre for Teaching Support & Innovation at the University of Toronto wrote that group members are not meant to conduct formal evaluations of their colleagues, but rather to focus observations around a few stated goals the teacher might have—such as stimulating more classroom discussion and student engagement or creating smoother transitions between activities. 

After each member of the group has been observed by their peers, the entire group meets to debrief, share notes, and discuss strategies. 

The aim of the group is to enhance each individual’s teaching and learning through a “structured process of classroom observation, reflection and discussion,” according to the researchers from the University of Toronto. Such observations and discussions—which could be recorded as part of the yearly evaluation process—might focus around a teacher’s desire to arouse curiosity in students and leave them “wanting to know more” at the end of a lesson, according to a teaching squares guide from the University of Central Florida. Alternatively, the group might focus on how one member ties assessments to learning objectives or how well they structure and organize group work. 

During class visits, the group records observations. A larger group meeting occurs at the end of this process, which is meant to create a space where best practices and alternative methods can be exchanged among peers and across disciplines. 

Teacher Evaluation: An Issue Overview

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Teacher evaluations matter a lot—both to teachers and to those holding them accountable. But how can schools measure the performance of all teachers fairly? And what should they do with the results?

In general, teacher evaluation refers to the formal process a school uses to review and rate teachers’ performance and effectiveness in the classroom. Ideally, the findings from these evaluations are used to provide feedback to teachers and guide their professional development.

While governed by state laws, teacher-evaluation systems are generally designed and operated at the district level, and they vary widely in their details and requirements. Traditionally, teacher evaluation systems relied heavily on classroom observations conducted by principals or other school administrators, sometimes with the help of rubrics or checklists. Samples of students’ work, teachers’ records and lesson plans, and other relevant factors were also often taken into account.

But many evaluation systems have undergone significant changes in recent years. Indeed, by the end of the 2000s, teacher evaluation, long an ignored and obscure policy element, had become one of the most prominent and contentious topics in K-12 education.

That surprise reversal can be attributed to at least four factors: a wave of new research on teacher quality, philanthropic interest in boosting teacher effectiveness, efforts by advocacy groups and policymakers to revamp state laws on evaluation, and political pressure to dismiss poorly performing teachers.

All that momentum aside, the results of recent changes to teacher-evaluation systems are, as yet, difficult to quantify. Most of the new data show that a great majority of teachers score just as highly on the new evaluations as they did on the previous ones, and it is unclear whether the reforms have systematically—or broadly—led to teachers to receiving better feedback that is translating to better teaching.

Why has teacher-performance evaluation become such a central education issue?

Beginning in the 1990s and through the 2000s, analyses of year-to-year student-test data consistently showed that some teachers helped their students learn significantly more than did other teachers. One widely cited paper , by Stanford University economist Eric A. Hanushek, estimated that the top-performing teachers helped students gain more than a grade’s worth of learning; students taught by the worst achieved just half a year of learning.

Advocacy groups argued that current quality-control systems for teachers were ineffectual. In an influential 2009 report , TNTP (formerly the New Teacher Project), found that more than 99 percent of teachers in the 12 districts it studied were ranked satisfactory on evaluations and that the firing of tenured teachers almost never occurred. The analysis suggested that most of the reviews were perfunctory, and did not distinguish between skilled and low-performing teachers.

For some advocates, such findings opened an opportunity to strengthen the profession. Revamping teacher evaluation, they argued, would help to give teachers better information on strengths and weaknesses and help districts tailor ongoing supports. Some policymakers, though, focused more closely on the prospect of identifying and removing bad teachers quickly and efficiently.

Federal intervention gave muscle to the focus on teacher evaluations. Using $4.3 billion provided through the 2009 American Reinvestment and Recovery Act, the U.S. Department of Education began the Race to the Top competition , offering grants to states that agreed to make certain policy changes. Among the prescribed changes was the requirement to develop and implement new teacher-evaluation systems that differentiated among at least three levels of performance and took student achievement into account.

Major philanthropies also helped to fuel activity around teacher evaluation. The Bill & Melinda Gates Foundation, for instance, spent some $700 million on teacher-quality initiatives alone , much of it on attempts to set up improved teacher-evaluation systems in a handful of school districts.

Prodded by those incentives, states rushed to rewrite laws governing teacher evaluation.

By 2013, 28 states had moved to require teachers to be evaluated annually, up from 15 in 2009, and 41 states required consideration of student-achievement data, up from 15 in 2009, according to one tally . (Because teacher evaluation remains a state and local priority, all of the policies are drafted at those levels. District collective bargaining agreements can add additional nuances. Consequently, what constitutes, say, a “proficient” teacher in one state may not be the same as in other states, or in the district next door, for that matter.)

As legislators overhauled the systems, some states also took steps to connect the new evaluation systems to other policies, including teacher compensation, promotion, and dismissal.

A 2010 Colorado law, for instance, permits schools to return tenured teachers who receive several poor evaluations to probationary status. Florida’s law requires districts to pay more to teachers who score well on the state’s new evaluations. Rhode Island prohibits a student from being instructed for two consecutive years by a teacher deemed “ineffective.” In other states, evaluation results can be used as evidence for dismissing a tenured teacher for poor performance.

How do the new teacher-evaluation systems work?

The new evaluation systems are far more complex than previously used checklists. They consist of several components, each scored individually. Most of them heavily weigh periodic observations of teachers keyed to teaching standards, such as the well-known Framework for Teaching developed by consultant Charlotte Danielson. Districts and states differ in how frequently they require teachers to be observed, whether the observations must be announced beforehand, and who conducts them.

Policymakers also sought more objective measures in the system because of concerns that personal relationships made it more difficult for principals to grade them accurately. The inclusion of student test scores was a requirement under the federal initiatives, for example.

The most sophisticated approach uses a statistical technique known as a value-added model, which attempts to filter out sources of bias in the test-score growth so as to arrive at an estimate of how much each teacher contributed to student learning. Critics of the approach point to studies showing that the estimates are, in the words of one U.S. Department of Education publication , “subject to a considerable degree of random error.” (States without the capacity to use value-added have adopted simpler—and potentially even more problematic—growth measures.)

States and districts use a predetermined weighting formula to compile results from the components and arrive at a teacher’s final score. Many states initially based half of each teacher’s review on student achievement, but some have scaled back that proportion since.

How have teachers’ unions responded to new evaluations?

By 2011, the governing bodies of both the National Education Association and the American Federation of Teachers had issued new policy statements on teacher evaluation. In general, the teachers’ unions highlighted the potential of better evaluations to provide valuable feedback on teachers’ skills. But they remain wary about connecting the systems to teacher pay and tenure, and adamantly oppose the inclusion of students’ standardized-test scores in the systems.

In challenging the use of value-added models as part of evaluation systems, the teachers’ unions cite concerns about the volatility of test scores in the systems, the fact that some teachers have far more students with special needs or challenging home circumstances than others, and the potential for teachers facing performance pressure to warp instruction in unproductive ways, such as via “test prep.”

They also argue that it is unfair for teachers in nontested subjects to be judged by the scores of students they don’t even teach, as some states’ evaluation systems require. Concerns over the use of test scores in evaluations have fueled more than a dozen lawsuits targeting the new evaluation systems.

The pressure to use students’ standardized-test scores has also contributed to a recent wave of anti-testing sentiment, including the “opt out” movement. And indeed, standardized testing appears to have become more frequent as a result of evaluation pressures. Because only about 15 percent to 30 percent of teachers instruct in grades and subjects in which standardized-test-score data are available , some states and districts have devised or added additional tests.

The new evaluations were also rolled out alongside the Common Core State Standards and related exams, leaving teachers concerned about how the harder tests will affect their performance evaluations in the future. As a result of such concerns, some states, with federal approval, have pushed back the dates for attaching consequences to the reviews.

Is there evidence that new teacher-evaluation strategies are working?

The teachers’ unions also frequently view teacher evaluation as part of a concurrent trend of outright attacks on educators livelihood. Lawmakers, mainly Republicans, have made progress in scaling back collective bargaining rights, “fair share” fee arrangements, and automatic deduction of dues from members’ paychecks. But Democrats, typically champions of labor priorities, have been among the supporters of the new teacher-evaluation systems.

For all the energy spent on putting the new systems into place, the dividends paid by the them aren’t yet clear. A few studies do show some preliminary evidence that teachers who receive high-quality feedback subsequently go on to boost student performance. One study on the District of Columbia’s IMPACT teacher-evaluation system found that teachers on the cusp of dismissal, or of receiving a bonus, generally went on to pull up their evaluation scores the following year.

Many of the states’ new systems continue to be in a process of testing and refinement, with their scoring mechanisms facing challenges both from those who think they are too lenient or incompletely implemented and from those who feel they are unfair or counterproductive. For that reason, teacher evaluation is likely remain a contentious and central topic in K-12 education.

Terms to Know

Collective Bargaining: The process by which a district and a union representing teachers arrive at a contract spelling out work hours and conditions, salary, benefits, and processes for handling grievances. Often, contracts also set out details on professional development and other school initiatives, or supplement state law governing teachers. Contracts are legally binding.

“Last In, First Out” (LIFO): Many states and districts use seniority in making layoff decisions, despite pressure from some advocacy groups to base those decisions on performance, instead. Often, this process is referred to as “last in, first out.”

Teacher Observations: Most teacher-evaluation systems require teachers to be observed several times. State and local policies determine such details as the length of the observations, the mix of formal and informal visits, whether they must be accompanied by pre- or post-observation conferences, and who conducts them. Though generally principals and administrators are responsible for teacher evaluation, some districts include other teachers and even independent consultants or “validators.”

Teacher Tenure: When a teacher has completed his or her state’s probationary period successfully, he or she receives career status, sometimes known as tenure. (Most states have probationary periods of three years.) In general, tenured teachers can be fired only for a reason listed in state law. Districts must prove that they have met this standard during a due-process hearing. Due-process procedures typically differ based on whether the charges deal with misconduct or poor performance.

Value-Added Model (VAM): In the context of teacher evaluation, value-added modeling is a statistical method of analyzing growth in student-test scores to estimate how much a teacher has contributed to student-achievement growth. In general, VAMs factor in the gains the student was expected to make based on past performance, and in some cases, control for elements such as peer characteristics and background, including poverty level and family education.

Teacher-Evaluation Research and Resources

• “The Widget Effect,” by Daniel Weisberg, Susan Sexton, Jennifer Mulhern, and David Keeling. This report from advocacy group TNTP documents uniformly high teacher-evaluation results and a very low number of teachers being dismissed for performance in the 12 districts studied. ( View an Education Week summary. )
• “Measures of Effective Teaching,” project led by Thomas J. Kane. The study commissioned by the Bill & Melinda Gates Foundation examines the technical properties of several different gauges of teaching quality, including their ability to predict students’ test scores. ( View an Education Week summary of the final reports. )
• “Error Rates in Measuring Teacher and Student Performance Based on Student Test-Score Gains,” by Peter Z. Schochet and Hanley S. Chiang. This federally financed study examines error rates in value- added measures of teacher effectiveness, concluding that misclassifications could be as high as 25 percent to 35 percent depending on the number of years of data used.

Education Week Resources “Tenn. Teachers’ Union Takes Evaluation Fight Into the Courtroom,” by Stephen Sawchuk. Tennessee’s teacher union is among those that have sued over the details of teacher evaluation. March 2014. “Teachers’ Ratings Still High, Despite New Measures,” by Stephen Sawchuk. Many revamped teacher-evaluation systems continue to show most teachers getting high marks. February 2013. “D.C. Teachers Improved After Overhaul of Evaluations, Pay,” by Stephen Sawchuk. Research indicates that teachers on the cusp of a poor evaluation or a pay bonus improved their performance. October 2013. “Contract Yields New Teacher-Evaluation System,” by Stephen Sawchuk. Labor and management came together in New Haven, Conn., to construct and implement a new teacher-evaluation system. November 2011. “New Teacher-Evaluation Systems Face Obstacles,” by Stephen Sawchuk. In 2009, there were few good working models on which to base reforms to teacher evaluation. December 2009.

How to Cite This Article Sawchuk, S. (2015, September 3). Teacher Evaluation: An Issue Overview. Education Week. Retrieved Month Day, Year from https://www.edweek.org/teaching-learning/teacher-evaluation-an-issue-overview/2015/09

Stacey Decker, Deputy Managing Editor for Digital contributed to this article.

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Teacher Evaluation – Definition, Models with Examples

Teacher Evaluation: Definition

Teacher evaluation is defined as a systematic procedure for reviewing the performance of a teacher in a classroom and analyzing the review to provide constructive feedback for the teacher’s professional growth.

LEARN ABOUT: course evaluation survey examples

Details of a teacher evaluation survey may vary from district to district as they are governed by state laws. Principals and administrative staff members are traditionally involved in evaluating a teacher. Aspects such as student performance in terms of class work, records maintained by the teacher, daily or weekly lesson plans etc. are considered while evaluating a teacher. It is one of the most vital elements for a thorough career development of a teacher and maintains the quality of education.

Learn more about academic surveys here !

Purpose of Teacher Evaluation

Teacher evaluation gained momentum during President Obama’s tenure as he considered educational reform to be one of the most important areas of work. New and advanced teacher evaluation methods are being developed to enhance a teacher’s endeavor and efficacy. There are three main purposes of teacher evaluation:

• Improve the performance of teachers by evaluating them at regular intervals of time.
• Assignment of precise ranks to all the teachers according to their respective abilities and contribution.
• Unproductive teachers can be asked to quit and efficient teachers must be hired to maintain a quality of education.
• Collection of feedback to make well-informed decisions about appraisals and promotions.
• Creating a job description for prospective teachers.
• A school’s management is responsible for the all-round growth of their teachers and thus, the main purpose of conducting teacher evaluation is to empower all the teachers who contribute towards imparting education to their students in the best possible manner.
• The principal or management is in charge of empowering the teachers to perform better in the same manner as the teachers are responsible to empower the students.
• A teacher performs better in case the management communicates and appreciates his/her work which contributes to continuous improvement in their performance.

For Example: Attrition rate of the education staff is one of the highest in the world. It is becoming a major concern since the deficit of trained educational staff keeps increasing every years. In order to keep teachers satisfied with their jobs, make them perform better and retain them, there is a need to improve a few areas in the existing system. A survey can be helpful to understand the factors that influence the productivity of teachers, and allow you important insight into the the areas with risk and the areas where everything is good. Survey data collected using this sample questionnaire will enable schools and colleges to take decisions that will help reduce teacher attrition, improve retention and job satisfaction.

Learn more: Teacher Engagement Survey Template

Teacher Evaluation Models

Teacher evaluation models offer a systematic platform for educational institutes to evaluate teachers using fair means. There are three most popular teacher evaluation models:

The Framework for Teaching by Charlotte Danielson

This model is spread across 4 domains namely – Planning and Preparation, Instructions to the Class, Maintaining Classroom Environment, Fulfillment of Professional Duties. This model consists of 22 different components across all these four domains. It is adopted by various states such as Arkansas, Illinois, Pennsylvania, Louisiana, South Dakota, Kentucky, New Jersey, New York etc.

This model is available for free download from the Danielson website and face-to-face trainings are also provided to interested authorities along with online training sessions as well. These trainings can be customized according to the educational site’s details such as history, culture and expected results.

Usually available at bundled pricing, the Danielson model is highly economical according to the services it offers. This model is not dependent on any technological equipment unless the interested candidates prefer online training mediums.

CEL 5D+ Teacher Evaluation Rubric 2.0

This teacher evaluation model is psychometrically reliable as it relates one best practice per indicator and has 31 such indicators. It has been adopted across 100 districts in the US and this count keeps increasing. CEL model recommends a minimum of 5 days be spent in the initial stages of the model for administrative staff and principals.

This model can be downloaded free of cost from their website. CEL offers constant training for the CEL framework and its implementation. This framework is developed for instructional leadership. There are also tools assigned to enhance skills of central officers.

Marzano Art and Science of Teaching Framework

This model has been launched in 2017 and has 60 different elements, out of which 41 belong to the same domain, i.e., classroom strategies and behaviors. 600+ districts have already implemented this framework. Currently, trainers are being appointed and trained for various parts of this model. There are no strict guidelines for the adaptation of this model as it follows a growth-oriented strategy for teachers and administrators.

This is a model designed for in-person training with a trainer as well as virtual training sessions and it is a highly electronic-free model. Self-study professional courses are also available for teacher training. Around 24+ elements are for principal and other officers to update their strategies with regards to the management and tools to encourage their teachers to perform better with each passing year.

It is recommended that principals, assistant principals and/or evaluators of the principals participate in this model.

Teacher Evaluation Examples  

Teachers can be evaluated using online quantitative and qualitative mediums such as surveys , polls , focus groups , etc. Some of the best examples of teacher evaluation are:

• Ineffective
• Scope of improvement
• Extremely Effective

Learn more:  Technology Survey Questions + Sample Questionnaire Template

• Observation of the teacher performance can be done using open-ended questions such as inputs for observation and feedback.
• Compliance of the teachers can be audited. This survey can contain multiple-choice questions such as “Are the strengths mentioned and are they relevant?”
• The school culture and management performance can also be evaluated. For examples, questions such as “I do feel welcome when I enter this school” can be asked to understand the school’s culture. 

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Tips for an Excellent Teacher Evaluation

Nothing makes an educator’s palms sweat and heart beat intensify like the sound of an approaching teacher evaluation. Is your formal teacher evaluation drawing near? Keep reading. These tips will help you prepare and keep you focused.

For five years, I’ve served on our school’s evaluation committee. As a group, we’ve transitioned our building to the Charlotte Danielson system. Serving on this committee has provided me with invaluable insights that I consider every time I prepare for my own teacher evaluation.

When your evaluation cycle approaches, perhaps these strategies will benefit you as well as they have me. While the checklist could be endless, these specific ideas should help. Keep in mind, they really should apply to every day of the year, but they especially ring true when you feel the pressure of an upcoming formal evaluation.

BEFORE A TEACHER EVALUATION

Choose a topic wisely..

Select a subject about which you feel passionate and well-versed. Personal interest and depth of knowledge will be your friends when the nerves hit. On a similar note, choose a topic you think your students will find interesting. If students are engaged, the lesson will be much more successful.

Test drive the lesson.

If possible, teach the lesson you plan to use for your evaluation in advance to a different group of students. Sometimes I do this on the day of my evaluation and then make modifications as necessary before the actual evaluation period. When I’m being evaluated first hour, I do my practice run the day before with a different class period. Testing the lesson will give you some time to reflect as well as to tweak aspects that didn’t work as planned.

Talk to your evaluator.

Most evaluation systems require a pre-conference. Ask your evaluator what he or she values in a teacher and in a lesson. If your administration has the best interests of everyone in mind, they will share this information with you so that you can put those practices to use in your classroom for the benefit of your students. For instance, one administrator I worked for revealed to me that he favored the Madeline Hunter model of mastery learning. Many different lesson structures exist, so knowing this information beforehand helped me to prepare my lesson to better meet his expectations.

Explain the scope and sequence. 

Take time during your pre-conference to explain the scope and sequence of your unit. Show your administration how this particular lesson fits into the larger puzzle so that they can see additional lessons you will be covering that might offer a glimpse into other facets of your teaching abilities.

Consider classroom decor and seating. 

Right or wrong, many evaluators comment on classroom decorations and seating arrangements. Administrators want to see that every aspect of the learning environment contributes to the goals of the class and the lesson.

DURING A TEACHER EVALUATION

Start class right away..

From the moment the bell rings, make sure students are engaged in meaningful learning. This doesn’t mean you have to be lecturing, but it does mean evaluators don’t like to see wasted instructional time. Use a bell ringer, a writing prompt, an entrance activity, or recap what students learned the previous day. Don’t forget to greet students at the door.

Incorporate differentiation.

When you plan your lesson, make sure to balance teacher-led instruction with student-led activities. Use chunking. Allow students to move around the room. Demonstrate flexibility in your willingness to cater to various learning styles, interests, and abilities by offering choice wherever possible.

Move around. 

Don’t sit at your desk. If your evaluator is anything like the ones I know, he or she wants to see you interacting with students, moving around from group to group, engaging students in meaningful learning, and using proximity during teacher-led instruction. So. Wear comfy shoes.

Talk to students. 

Many evaluators are focused on the rapport teachers have with students. They can infer the status of student-teacher relationships based on how we respond to one another — whether it’s with warmth and compassion or brevity and sarcasm. Rapport can also be evaluated based on classroom management issues and to what degree teachers are aware of their students’ lives outside of school.

Wrap up.  Make the end of class meaningful and useful. Create an exit slip or a quick verbal assessment that you can use to drive the next day’s instruction. Recap the day’s lesson and inform students of where you are headed next. Make sure to leave time to answer questions and explain homework assignments.

AFTER A TEACHER EVALUATION

After every evaluation I’ve ever had, an administrator has always asked me, “ So how do you think it went? ” While we could simply reply with something like, “ Fine, what do you think? ” the heart of their question is after a deeper response. Evaluators want to know that we have thought about not only this lesson but ALL lessons and that we have pinpointed aspects that worked as well as parts that we would change. Talk to your administration openly about your thoughts. Reflection is important to a teacher’s growth.

Student contribution. 

Make sure you can show your evaluators how students contribute to the class. Ideally, students help to create assignments ( maybe by showing interest in a certain topic ), assessments ( perhaps by submitting possible questions or helping to develop a new required project ), data ( this could be done through keeping track of their homework completion rates and grades on a weekly basis ), classroom rules, and even decorations.

Have your evidence ready.

There are many areas of teacher evaluation that can’t be observed from one day’s lesson. Make sure you have evidence ready for anything on the evaluation tool that isn’t observed during that class period. For example:

• Professional involvement:   Be able to explain how you have participated in student life as well as how you’ve been a leader in your building. Maybe you’re not the department chair, but have you led your grade level teachers on a smaller scale? What are you known for? Being the grammar guru? The technology expert? The fitness coach? The mentoring-mothering personality? Everyone is good at something. Point out your unique value during your evaluation. While it may be awkward to basically brag about yourself, to some extent, it’s necessary.
• Student growth: Many schools are using SLOs. Be prepared to talk about your assessment, how it fits with your curriculum, and how you are tracking students’ growth.
• Professional development:  Evaluators like to see that you are staying current with educational training and research. Be ready to talk about what you’ve done to further your knowledge in the field during your current evaluation cycle.
• Parent communication log:   Have dates, times, and notes recorded for all parent communication.

Show them your portfolio. 

Whether it’s digital or hardcopy, it helps to present evaluators with a portfolio of your best work. What lessons and assignments do you wish they had observed? Show them. Do you have any digital evidence to provide? Some evaluators count Twitter and other social media accounts toward furthering professional development or leadership.

Explain your rules and procedures. 

I’ve often had evaluators ask me about specific rules. For instance, one year the assistant superintendent asked me why my only classroom rule was “Be respectful.” At first, I thought he was being critical. After I explained, he told me that he, too, only had one rule when he was in the classroom, and it was the same. Along similar lines, evaluators might ask about your late work policy or how you handle devices in a 1:1 classroom.

Give yourself a break! 

At the end of the day, we are all human. Being too hard on ourselves will only lead to burnout . If your lesson doesn’t go exactly as planned or if Johnny in the third row decides to do something completely unruly, go easy on yourself. Thinking back on all of my previous evaluations, the administrators in the room have rarely ever viewed any of the issues I’ve fretted over as anything worthy of discussing.

Thankfully, twenty-first century teacher evaluation systems are making great efforts to move away from the dog and pony show. New models are requiring teachers to push themselves to be their very best every day…not just on evaluation day. Keeping best-practice teaching approaches in mind all school year (not just on evaluation day) will make the evaluation process less stressful. When I began using the Danielson rubric to drive my teaching decisions year-round, I felt much more confident when preparing for a formal teacher evaluation.

What tips would you offer for a successful teacher evaluation? Please drop your ideas in the comment section below. We value your experience.

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Melissa Kruse

An avid reader and writer, I've had the privilege of teaching English for over a decade and am now an instructional coach. I have degrees in English, Curriculum & Instruction, and Reading as well as a reading specialist certification. In my free time, I enjoy loving on my kids, deconstructing sentences, analyzing literature, making learning fun, working out, and drinking a good cup of coffee.

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My brother wants to be a teacher after college, so I bet he’d appreciate some of these tips one day when being evaluated. I like that you mention how evaluators might ask you about rules and procedures like late work policies. I think coming up with a solid method now would help him prepare to answer these questions easier when being observed.

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Gang 101 and harassment, intimidation and bullying, marzano teacher overview training (zoom).

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Teacher and Principal Evaluation Project (TPEP) 

Tpep resources, instructional framework professional development, eval support videos, what's new with eval, eval resources, eval recorded webinars, about teacher and principal evaluation project.

The  Teacher and Principal Evaluation and Growth Program (TPEP)  is based on these core principles:

• High quality teaching and leading are key to student success
• Growth in practice is development in nature
• Growth occurs best when there are clear standards of practice supported by quality professional learning and learning-focused feedback
• Evaluation systems should reflect and address the career continuum
• The focus for teacher and principal growth should be driven by student learning needs

Evaluation Guidance for 2020-2021

The TPEP Steering committee put together  new guidance around Comprehensive evaluations for the 2020-21 school year only.

• Please see Bulletin 063-20 for details
• Guidance on having a single Student Growth Goal (criterion 3 0r 6) this year for teachers on a modified Comprehensive evaluation and criterion related ideas for teaching in a virtual setting will be released in early September.

TPEP Guidance for 20201-21 | eVAL Changes

TPEP Resource

Instructional and Leadership Frameworks 

An instructional framework is a common language and vision of what quality teaching looks like. All districts are required to select one framework to use when evaluating their teachers.

Student Growth

Student growth is an important part of the teacher evaluation process. OSPI provides a rubric for student growth as well as some samples, from teachers across that state, of what student growth might look like.

Frequently Asked Questions

Answers to all of the questions you might have about evaluation components to provisional status.

Remote Teaching Resource

The Framework for Remote Teaching (The Danielson Group)

A guide to support remote teaching and learning during the 2020-21 school year.

Please contact Molly Naff for additional trainings and support offered through NCESD.

eVAL is a web-based tool designed to manage the evaluation process and documentation. Developed in partnership with the Washington Education Association, the Office of Superintendent of Public Instruction, and Educational Service District 113, eVAL is:

• a  free resource created with funding from the Bill & Melinda Gates Foundation (link is external) ;
• personalized for each district for their instructional framework, resources, and documents;
• available and voluntary for all Washington K-12 public school districts, who can use as many or as few of eVAL’s features as they’d like (or non at all); and
• extremely secure with limited access physically and virtually to its servers.

The system is an EDS application and hosted in a state of the art network operations center. The site is physically secured, monitored 24 hours a day, and backed up continuously.

eVal Support Videos

This series of video clips from NCESD support users with the eVAL application, a state-sponsored app used by administrators and teachers throughout the state to document and communicate information regarding their annual evaluations.

View Youtube Playlist

Responding to Prompts in eVAL

Adding Artifacts to Observations in eVAL

Student Growth Goals in eVAL

Setting Up Observations in eVAL

Documenting Observations and Packaging Evidence

Completing Summative Evaluations in eVAL

Using Perception Surveys in eVAL

What’s New With eVAL

eVAL is 2.0 is a web-based tool, designed to manage the evaluation process and documentation of professional growth.

• More than 10,000 Washington educators have used eVAL. Their feedback has led to important updates.
• eVAL 2.0 is more intuitive, safe & secure, and more closely aligned to authentic feedback practices.
• A free resource used by more than 120 districts in Washington State.
• Personalized for each district for their instructional framework, resources, and documents.

eVAL Features

eVAL brings Principals and Teachers together for discussions and meaningful professional growth that lead to changed instructional practice in the classroom.

The primary features of eVAL are:

• Self-assessments
• Goal-setting
• Conducting and participating in observations
• Managing artifacts and evidence
• Managing summary data and reports

Other features of eVAL:

Ninety-three videos for exploring your instructional framework in the context of classroom instruction.

Protocols for exploring and analyzing classroom practice.

• Watch this online video  to see how these protocols support the review, study and analysis of the online videos
• Watch this online video to see how these protocols can be used to view, study and analyze video vignettes of classroom lessons in a personal video session in eVAL

Ready to see eVAL in action? Play in the “sandbox” and see for yourself what it can do

Learn more about eVAL’s functions and capabilities for teachers and principals

• Evaluation (Growth Management)
• Student Perception Survey tools for teachers; experiment with this in the “sandbox
• Video Calibration exercises for evaluators

Need access to eVAL and don’t have an ESD account? Learn how to create an EDS account and request access to eVAL

eVAL Support Documents

• Quick Start Guide
• District Administrator Settings that Effect Users
• eVAL 2.0 User Guide
• Principal Guide to Summative Evaluation
• Teacher Guide to Summative Evaluation
• District Administrators Handbook
• Using eVAL Only for Final Summative Evaluation Report
• Login to EDS and your eVAL site
• Washington State TPEP Site
• Washington State eVAL Site

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#2 district admin role, #3 student growth goals, teacher and principal evaluation project (tpep)  contacts.

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Our promise at North Central ESD is to lead, serve, and support the school districts across our region. Recently, our team has been supporting a handful of districts who have been identified for a Consolidated Program Review (CPR) this year.

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Landscapers & Landscaping Companies in Elektrostal'

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• Elektrostal', Moscow Oblast, Russia

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Профессиональное ландшафтное строительство ANDHS - абривеатура от Landscape and Hardscape. Компания основана...

Фирма MOKO проектирует, производит и устанавливает современные многофункциональные барбекю комплексы для дачи и ре...

Компания "Novadeck" предлагает широкий выбор доступной террасной доски из ДПК и террасных ограждений. Наша про...

Полный цикл работ по благоустройству частных и общественных территорий, от проектирования до благоустройства "под...

Здравствуйте. Агидель творческая мастерская по созданию изделий и интерьеров из дерева и металла. Так же изготавли...

Ландшафтный архитектор, специалист по уходу за садом

Профессиональное изготовление изделий из мрамора это основа нашей деятельности, компания Stone2Art Group, это коло...

С 1999 года учебно-практический центр «Цветущая планета» ведет подготовку садовников-дизайнеров и дизайнеров сада....

Специализация Мегаполис Про – продажа материалов для обустройства придомовых территорий с архитектурно-строительны...

Компания Дачный Ландшафт специализируется на ландшафтных работах с 2012 года. Для нас очень важно создавать не тол...

Featured Reviews for Landscapers & Landscaping Companies in Elektrostal'

What does an elektrostal' landscape contractor do, questions to ask a prospective exterior landscaping companies in elektrostal', moscow oblast, russia:, find landscapers near me on houzz, how do i find a local landscape contractor in elektrostal'.

• Reach out to the pro(s) you want, then share your vision to get the ball rolling.
• Request and compare quotes, then hire the Landscape Contractor that perfectly fits your project and budget limits.

What do landscapers do?

Landscapers are professionals who provide a range of services to enhance and maintain outdoor spaces. They may collaborate with landscape architects or designers who handle the initial conceptualization and detailed planning of landscape projects. Here is an overview of what landscapers can do for you in Elektrostal':

• Designing outdoor spaces to enhance their appearance and functionality.
• Choosing and planting various plants, trees, and flowers.
• Building pathways, patios, walls, and fences.
• Creating and installing water features like fountains, ponds, or waterfalls.
• Designing and installing irrigation systems for efficient watering.
• Adding lights to improve the aesthetics and safety at night.
• Maintaining lawns through mowing, fertilizing, and weed control.
• Decorating outdoor spaces with seasonal plants and decorations.
• Upgrading and improving existing landscapes.

What services do Landscape Contractor companies provide in Elektrostal'?

• Artificial Grass Installation
• Brush Clearing
• Custom Fire Pits
• Custom Water Features
• Drought Tolerant Landscaping
• Hardscaping

How many Landscape Contractors are in Elektrostal'?

Do you tip landscapers.

Tipping your landscaper is a thoughtful way to appreciate their hard work. While not mandatory, it fosters a positive relationship. The recommended tip ranges from $15 to $50 per person, depending on the size of work and service quality. Consider your budget, job complexity, and any company tipping policies. For the usual amount in Elektrostal' in your neighborhood, you could ask neighbors or the company representatives.

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