In the wake of several states releasing large sets of “value added” data on individual teachers to media outlets last year, I wrote a widely read story for Education Week on whether formal teacher-evaluation records are publicly accessible. We found quite a lot of variation in the scope of states’ open-records laws.
Showing 14 posts tagged evaluation
The complaint challenges the Student Success Act passed in 2011. The current teacher evaluation system, partly based on scores from the high-stakes Florida Comprehensive Assessment Test, violates teachers’ constitutional rights of due process and equal protection of laws.
photo via flickr:CC | steakpinball
By changing the purpose, leader and target audience, teacher-driven observation (TDO) essentially flips the traditional peer observation concept on its head. It’s the difference between having colleagues watch you perform, and inviting friends to support you in your work.
12 states released their 2nd year Race to the Top “progress” reports this month. It’s a good read if you want to hear about the struggles of implementing a new student information system and educator evaluations.
Then he handed me a paper that I later learned was my evaluation form. All the boxes were marked “exceeds expectation.”
He looked at me. I looked back at him. I can hide a lot of emotions, but bewildered is hard to cover up.
“Sign your evaluation,” he said. “What are you waiting for? Am I missing something?”
Eight years would pass before I was observed through the district again. Through seeking out mentors and hard work, I became a decent teacher. I was never excellent. Still, every time, my evaluation had “exceeds expectation” checked on every box. I would sign and return it although no one had ever visited my class. In my 17 years of teaching, I was meaningfully evaluated just once.
photo via flickr:CC | inju
A judge has ordered the Los Angeles Unified School District this week to begin using student academic achievement in computing teacher evaluation scores, the Los Angeles Times reports. The ruling, which will have a huge impact on teachers working in LAUSD schools, says that the current assessment system used by the district puts it in violation of a 40-year-old Stull Act, which requires that some measure of how well students are learning material mandated by the state curriculum, plays a part in how teachers are evaluated.
The National Comprehensive Center for Teacher Quality has released a “practical guide” designed to help states and districts create meaningful principal evaluation systems.
The guide is based on research into the current state of school leader evaluations as well as lessons learned from evaluation designers. It takes its readers through eight steps, from creating goals for an evaluation system, to selecting the measures that will be used, to evaluating the system after it has been put in place.
“The goal is to help teachers be better,” Gates said. “And when we run personnel systems where we want to be frank with employees about where they need to improve, having [evaluations] publicly available is not conducive to openness and a free exchange of views.”
An Education Week review shows that access to teachers’ evaluation results is permissible under open-records laws in at least 18 states plus the District of Columbia, though they are often unclear as to specifics. And only Florida and Michigan have established policies requiring that parents be notified if their child’s teacher repeatedly performs poorly on his or her evaluations.
Credibility in an evaluation system is essential. A principal or a superintendent must be able to say to the school board and the public, “Everyone who teaches here is good— and here’s how I know.” A teacher evaluation system that satisfies this requirement will include the following:
Evaluations That Help Teachers Learn gives some good thought to how teacher evaluations can be improved to enhance student AND teacher learning.