These are some of the recommendations in “Policy 2.0: Using Open Innovation to Reform Teacher Evaluation Systems,” a report released today that outlines new criteria for teacher evaluations in the K-12 education sector. The report was developed by Hope Street Group, a non-profit, non-partisan organization devoted to connecting reform-minded professionals and practitioners together to develop policy solutions, in collaboration with a team of 22 K-12 educators, 6 private sector professionals, and 8 participants from the civil society sector.

The team, representing 17 states, worked together for three months to rethink teacher evaluations and collaborate on policy recommendations. The work resulted in a groundbreaking report that challenges assumptions about teachers’ perspectives on evaluation and being held accountable, and answers a critical question in the current national debate around teacher effectiveness – how to best evaluate teacher performance.

“Recommendations like this generally come from researchers and policymakers, administered top-down in states, districts, and eventually schools,” said Monique Nadeau, Executive Director of Hope Street Group. “But Hope Street Group recognizes that teacher and administrator input is critical in designing and implementing teacher evaluation systems, and this project really brought their voices to the table.”

This report and recommendations were developed using a powerful new online collaboration tool, Policy 2.0, built by Hope Street Group (beta found athttp://www.HopeStreetGroup.org/). Policy 2.0 allows busy professionals from across the country to develop a library of resources, connect to national experts, and effectively engage on education and health care policy. As the site launches to the public, it will connect even more people to resources, opportunities, and policy issues with far-reaching implications.

“Policy 2.0 uses the latest technology to tap the enormous capacity outside of government and allow a broader range of our citizenry to become engaged and have a real impact on policy,” continued Nadeau. “Policy makers want good ideas that are developed with community input, as they are more likely to be well received and successful.”

Hope Street Group and its contributors plan to work with states, districts, and schools across the country to pilot these recommendations in at least ten different systems and build a national network of reform-minded teachers engaged in real policy development.

Hope Street Group introduced the report and Policy 2.0 during an event at the National Press Club today. An archived video of the event will be available on the Hope Street Group website: http://www.HopeStreetGroup.org/.