Policy Makers, Let's Talk

I'm back! I have been away from the blog dealing with a wrist injury and subsequent surgery.  Since I am finally able to type/write consistently, it is time to update my blog.

This week is spring break and I have been catching up on the blogs, journals, and articles that have been gathering dust the past few weeks. One topic keeps popping up: teacher evaluations. You can believe this teacher has an opinion. After all, I will be evaluated using the new system. I want to be evaluated. I also want to be a part of the conversations with policy makers creating an effective evaluation system. A fair, consistent, and supported evaluation system is needed for teachers and students.

One concern my colleagues and I have is that the system will only use test scores to determine student growth and, in turn, teacher effectiveness. This brings up a few questions. How are teachers who teach in a non-tested area evaluated? How can teachers show student growth when students are tested at the end of the year? 

Some have suggested that we create tests for the other content areas that are not tested.  I think this is a huge mistake. I don't believe a paper/pencil test is appropriate for every content area. In fact, to suggest it for performance classes like music, art, and welding is ridiculous. Instead, add a performance component to the evaluation system. Allow teachers to upload work samples, photos, and videos of performances, artwork, and writing, etc.

This performance component allows teachers to demonstrate growth across all ability levels. How else can I demonstrate growth in my gifted students who walk into my class able to earn a high score on the test before I have even begun teaching? It would be more effective to upload that student's work at the beginning of the year and end of the year for comparison. This would ensure that I am helping students of high ability grow in skill/content.

Likewise, growth could be documented for students who struggle, and would not perform well on the end of the year testing. For example, my daughter walked into third grade behind in math and reading. Her third grade teacher has worked tirelessly to help my daughter overcome these "gaps" in her learning. While my daughter has made huge gains, her teacher and I know she will not meet benchmark on THE test. Nonetheless, this teacher has helped my child tremendously and should be recognized. If we only use test scores to determine a teacher's effectiveness, we will penalize this third grade teacher.

This teacher isn't afraid to be evaluated. In fact, I welcome it, especially if the system is designed to help me improve my craft. That is why the development of this system needs teacher and student input. After all, we will be the ones most directly impacted by a teacher evaluation overhaul. So, policy makers, please talk to us. Come to our rooms. Sit among our students. Ask us what we think about the evaluation system you are creating. Don't make decisions without our input. This is too important.