Teval Resources

TEval utilizes numerous resources and materials for evaluating teaching and facilitating departmental and institutional change. These include: On this page, we highlight a few of the individual materials found in those collections, and provide descriptions of and direct links to toolkits and implementation guides that have been developed since the inception... Guide for Implementing Holistic Teaching Evaluation in UMass Departments This guide provides background information on TEval, describes related evaluation methods and teaching dimensions, and offers a process for transitioning to a holistic approach to teaching evaluation. It also includes examples of criteria for proficiency in each dimension and provides templates for organizing evidence and discussions.

Found within UMass's Implementation Guide are Teaching Analysis Templates, Step-Wise Processes for Implementing Change, Schedules for Holistic Evaluation, and much more. Washington has developed eight evaluator criteria for teachers and principals. All of the Teacher and Principal Evaluation Program (TPEP) Frameworks include these evaluation criteria and are used throughout the entire evaluation process. The state evaluation criteria and the frameworks are the foundation for the evaluation program. An instructional or leadership framework is a common language and vision of what quality teaching and leading looks like. It is shared by everyone in the district and aligns to the eight state criteria created by E2SSB 6696.

OSPI adopted three instructional frameworks. The KU Center for Teaching Excellence has developed a framework called Bench- marks for Teaching Effectiveness to support better methods of reviewing, documenting, and evaluating teaching. The framework is organized around a multidimensional rubric for reviewing faculty teaching. Since 2017, the Center for Teaching Excellence has collaborated on an initiative called TEval to foster improved methods of reviewing, documenting, and evaluating faculty teaching practices. The TEval project is organized around a rubric-based framework for documenting, reviewing and evaluating university teaching. That framework, which was developed by CTE, is known at KU as Benchmarks for Teaching Effectiveness.

It focuses on the seven dimensions of teaching shown in the graphic above. TEval received a five-year grant from the National Science Foundation (DUE-1726087) in 2017 and ended that phase of the project in 2023. TEval includes KU, the University of Colorado, Boulder, and the University of Massachusetts, which all worked with departments and institutional leaders on creating a fairer, more nuanced approach to evaluating teaching. A fourth partner, Michigan State University, studied the change process at the other universities. (Read more about KU's continuing work below.) An accessible version of the documents on this site will be made available upon request.

Contact cte@ku.edu to request the document be made available in an accessible format. Universities like KU have traditionally relied on methods for evaluating teaching that prioritize a narrow dimension of teaching activity (the behavior of the instructor in the classroom) and a limited source of evidence (student... 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. TEval is an NSF funded push to transform higher education. We're advancing understandings of institutional change processes by studying and supporting the adoption and integration of new approaches to evaluating teaching.

Check out our forthcoming book from Harvard Education Press (Fall 2025): Transforming College Teaching Evaluation: A Framework for Advancing Instructional Excellence Three institutions (UMass, KU, and CU) are incubating specific strategies and processes for effecting change. This project includes a study of organizational change in regard to institutional evaluation, incentive, and reward processes pertaining to teaching excellence in faculty work. The overall project encourages the use of evaluation, incentive, and reward processes as a lever to promote greater use of evidence-based teaching within universities as complex systems. TPEP Office Hours take place every other Thursday from 10 to 11am starting September 4th. Please email TPEP to request the Zoom link.

The Teacher and Principal Evaluation and Growth Program (TPEP) is based on these core principles: For information and guidance on following the established evaluation procedures, please refer to the Frameworks and Student Growth page and consult the TPEP FAQ page. Of particular note for the 2025-26 school year include the following: eVAL will be undergoing a process to make the platform ADA compliant. Under the advisement of the TPEP Steering Committee, OSPI is convening a technical advisory committee to provide input and guidance on the work of making eVAL ADA compliant. Districts will continue to have access to eVAL in its current form while the work of transitioning occurs.

Once we have a clear timeline and transition plan, we will communicate it via GovDelivery and a Bulletin. Guide for Implementing Holistic Teaching Evaluation in UMass Departments This guide provides background information on TEval, describes related evaluation methods and teaching dimensions, and offers a process for transitioning to a holistic approach to teaching evaluation. It also includes examples of criteria for proficiency in each dimension and provides templates for organizing evidence and discussions. Found within UMass's Implementation Guide are Teaching Analysis Templates, Step-Wise Processes for Implementing Change, Schedules for Holistic Evaluation, and much more. Transforming Teaching Evaluation: A Toolkit of Resources for Departmental Level Change

The document is a toolkit that provides resources and guidance for departments interested in assessing teaching in more robust ways. It focuses on three voices of assessment: peer voice, student voice, and self voice. The toolkit includes guidelines for developing standardized peer observation protocols, peer evaluation plans, and other materials. It also emphasizes the importance of aligning teaching evaluation practices with the dimensions of quality teaching outlined in the TQF Rubric. The toolkit suggests a step-by-step process for departmental level change and provides templates and examples for implementing the tools and processes.

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