A new report says teacher evaluations should include objective measures of student achievement; drive additional support for teachers; and be used to make hiring, retention and tenure decisions.
“Policy 2.0: Using Open Innovation to Reform Teacher Evaluation Systems” spells out new criteria for teacher evaluations in the k-12 . The report was developed by the Hope Street Group, a nonprofit, nonpartisan organization in collaboration with a team of 22 educators, six private sector professionals, and eight participants from the civil society sector.
The report has a lengthy list of student achievement measures:
Value-added data from standardized tests (where available);
Student work, including performance criteria and evidence of student growth;
Teacher-generated information about student goals and growth;
Objective performance-based assessments;
Assessments of affective engagement and self-efficacy
Among the comments from teachers involved in the report:
“There is much to do in evaluating
teachers. In my school most teachers
are evaluated every two years and
nothing is done if the teacher is less
than stellar. I truly believe in mentoring,
but the administrative teams, the
unions, the state have to come
together to make it a true path to
I know that many teachers are suspicious of using student achievement and doubt the reliability of value-added measures.
But this train seems to have left the station. I am going to hear Arne Duncan this morning. (He is in Atlanta to speak to the National Black Child Development Institute.) Duncan and the White House want teacher pay systems to consider student achievement.
In Denver, the local school district has developed an acclaimed performance-pay system that rewards teachers based on 10 weights, including pursuing professional development, working in a high-needs school, receiving a glowing evaluation and raising test scores.
One point that I have heard Matthew Springer, director of the National Center on Performance Incentives at Vanderbilt University, make again and again is that merit pay plans can’t succeed without teacher buy-in.
What would it take to get you to embrace a performance pay plan?