Effective Teachers in Every Classroom. Effective Leadership in Every Building.
The Network for Educator Effectiveness is a comprehensive educator evaluation system with a purpose: to grow teachers and improve schools. NEE brings together classroom observation with multiple measures of effectiveness in a secure online portal designed to record feedback, start meaningful conversations, and provide high-quality resources for educator growth and development.
Purpose of the Study When classroom observations are used to evaluate teachers, how do we know that the ratings teachers are given are trustworthy? The purpose of this study was to illustrate a way to evaluate the quality of classroom observation ratings. The authors use a method based on Rasch measurement theory. Background Classroom observations
The beginning of the semester is a good time to check on your goals and reignite momentum toward your school initiatives. So, we want to know: How are you doing with your NEE teacher evaluation goals and how can we support you? In this blog, we offer encouragement and strategies to keep up the momentum
Research shows the single largest school-based factor affecting student achievement is the quality of teaching. Therefore, it’s important to have high-quality evaluation processes in place to measure the effectiveness of educators in your building. Measuring educator effectiveness can take several forms. The best approach is to utilize multiple measures in order to triangulate data and
I have been an administrator for 16 years. NEE is by far is the best system I have used for walkthroughs, evaluations, and growing teachers. Everything is transparent with staff, administrator, and superintendent. We worked with our staff to set our goals and have received more training than any other model and method I have used.
High School Principal
Falls City, NE
NEE evaluations for our teachers and principals have been a game changer for Park Hill. Our principals and teachers are now engaged in levels of instructional conversation that we had never encountered before. Our teachers remark that they really appreciate the visibility of the principal spending more time in their classrooms. Above all, we believe our students benefit the most from the collaborative work that NEE fosters among all of our educators.
Assistant Superintendent for Human Resources
Park Hill School District
Kansas City, MO
NEE is the best tool I've used to evaluate teacher effectiveness and growth in the 21 years I've been in administration. It brings classroom observations, student surveys, and PDPs into one system and does so in a seamless manner. The whole process of teacher growth is encapsulated within the NEE model. NEE allows us to target areas that need the most attention and to better instruction in a systematic way.
The NEE training is providing our principals with consistent expectations for what should occur in the instructional process. The principals and teachers are having rich conversations about the observations. All teachers want to improve, and NEE is the tool to make that happen.
Wood River, NE
NEE is a great tool that, if implemented correctly and with passion, will quickly help your school improve teacher effectiveness, teacher growth, and the learning-centered culture of your school.
High School Principal
NEE is the best evaluation system I have used in my 14 years as a building principal. The ability to focus on and build upon specific indicators that meet both my building and individual teacher needs makes NEE the best option for developing and growing quality teachers.
NEE is the most beneficial teacher evaluation tool we have used. Implementing the NEE evaluation system has provided a positive impact on our teachers and our students. Teachers have commented on the invaluable conversations and timely feedback they have with administration. The use of NEE has developed a different level of positive relationships between staff and administration. They truly value it as a growth tool. This has developed a higher level of awareness in teaching, resulting in higher student learning.
Satotha Burr, Samantha Hamilton,
Jody Martin, Jeremy Phillips,
and Lee Woodward