Will new teacher evaluation system fix Georgia school woes?
by Don McKee
April 07, 2014 12:06 AM | 2653 views | 4 4 comments | 43 43 recommendations | email to a friend | print
Don McKee
Don McKee
slideshow
The Georgia Board of Education has voted to implement its new system for evaluating teachers and principals in all school districts this fall using the academic achievement of their students as one-half the performance measure. Observation will account for the other half.

That’s a big change from the longstanding evaluation based mainly on observation of a teacher (and surely student success). For principals, the other half of their evaluation will include observation, progress in closing the gap in achievement between student groups and retaining effective teachers. Student achievement will be measured by the state’s end-of-course tests and the Criterion-Referenced Competency Tests.

Teachers will get one of four ratings: exemplary, proficient, needs improvement or ineffective. There are several moving parts to the evaluation process ranging from “formative observations” to “student perception surveys” and teachers’ documentation.

It’s all about holding teachers accountable. Just hold their feet to the fire with new evaluations based 50 percent on how students perform, the thinking goes, and teachers will either pull their students up to grade level or be fired. But there’s no guarantee this latest system will be the panacea our education officials keep looking for.

For example, test-based accountability does not work, according to a longtime leader in the standards-driven education reform movement, Marc Tucker, president and CEO of the National Center on Education and the Economy.

“Test-based accountability has been tried and it has failed,” Tucker wrote for Education Week recently. He cited data from the National Assessment of Educational Progress showing that “after 10 years of federal education policies based on test-based accountability, there has been no perceptible improvement in student performance among high school students as a whole, or when the data are broken down by different groupings of disadvantaged students.”

Tucker said there’s little doubt that test-based accountability being used to hold schools or individual teachers accountable “has failed to improve student performance. That should be enough to abandon it. But it is not. The damage that test-based accountability has done goes far deeper than a missed opportunity to improve student achievement. It is doing untold damage to the profession of teaching.”

Thus, many widely admired teachers are giving up the profession, he said: “They describe what they are experiencing as a process in which, piece by piece, they are being told what to do and how to do it by people who are not teachers and have little respect for teachers or the work that teachers do.

“They see policymakers embracing one nostrum after another that their own professional experience tells them will not work. They know that the real motivation behind the vogue for teacher evaluation is to fire teachers who are deemed to add insufficient value to a student’s education, but they think that tests used for that purpose measure very little of what they think a good education is and even less of what a good teacher does for the students under his or her care.”

Based on my observations and experience with good teachers, he’s right on.

dmckee9613@aol.com
Comments
(4)
Comments-icon Post a Comment
on balance
|
April 08, 2014
It is fair if:

Teachers get to pock their students--and---

Teachers are allowed to teach the tests.

Otherwise, teachers have no control over the natural born intellects their students have and are , in my opinion, very restricted in how they can us discipline in their classrooms.

I am not a teacher, but I had to work in classrooms for a number of years.
Cobb School Advocate
|
April 08, 2014
No, the new State BOE approved "race to the top Obama teacher evaluation system" is more rubbish and has proven flawed and is destined for failure. The results will be more damage to the students of Georgia.

I am curious why the State BOE continues to support a teacher compensation plan based on years of service and degrees from whatever schools and whatever studies vs sustained performance and goals achieved as determined by the school management team.

I wonder if any of the State BOE members, in their personal professional lives, are evaluated and compensated on such failed instruments ?
anonymous
|
April 08, 2014
Is anyone even paying attention to this??????? Absolutely no comments on what could be the biggest attack on teachers yet!!!!!!
John Adams
|
April 08, 2014
Great column, Mr. McKee! There has never been a tougher time to be a teacher than now and this new evaluation instrument will make it even worse. It is fundamentally unfair to evaluate a teacher based primarily on student test scores, especially when the "value added" measure is derived from an inexplicable mystery statistical formula that often compares apples to oranges and when many classrooms have a 50% student transiency rate. At best, this new evaluation instrument might measure a teacher's ability to do standardized test prep, which is definitely not the same as good teaching and is a far cry from real education.
*We welcome your comments on the stories and issues of the day and seek to provide a forum for the community to voice opinions. All comments are subject to moderator approval before being made visible on the website but are not edited. The use of profanity, obscene and vulgar language, hate speech, and racial slurs is strictly prohibited. Advertisements, promotions, and spam will also be rejected. Please read our terms of service for full guides