Prospect of teacher ratings sparks debate, criticisms
Since teacher ratings are of such great interest on the blog, I wanted to share part of an e-mail from a teacher to me and the legislators considering this idea, state Rep. Edward Lindsey’s response to the e-mail and then the letter that New York Chancellor Joel Klein wrote to his teachers explaining why he agreed to release effectiveness ratings there once the courts cleared the way.
I think all three give a pretty good summary of the pros and cons of this highly explosive issue. I think it is fair to say from the hundreds of response to the blog and personal e-mails to me that this is not an idea that Georgia teachers will easily endorse.
And teachers have not done so in Los Angeles where the LA Times released teacher ratings this summer that led to protests in the streets. Teachers are fighting release of similar effectiveness rankings in New York where the media want to see them and the school system wants to provide them under the rationale that parents deserve more information about their children’s teachers.
First, the e-mail from the outraged teacher, who also posted to the blog in shorter form:
This is one of the most ridiculous and insulting ideas in a long line of such that I have come to expect from this country’s politicians and put forth with some measure of support by the less-than-critical news media. I would suggest that this announcement smacks more of political grandstanding than of any substantive desire to improve our abysmal education ranking and that the AJC gives every appearance of serving as the mouthpiece.
As noted in my entry to the blog, teachers have long been subject to annual performance evaluations. Therefore, all your proposal would accomplish is to make these evaluations a matter of public knowledge, unless you intend to add yet another evaluation into the mix. What can possibly be gained by doing such a thing, other than spending taxpayer dollars to study how best to evaluate/report and develop a means of doing so? Will your proposal provide for the means for parents to request the “passing grade” teachers for their children? Will your proposal provide for the means of improvement of the “failing grade” teachers? Will your proposal provide a quantitative and verifiable means to help the students of this state? If not, then of what value is the public report card? If someone with less than stellar performance has remained on the job year in and year out, that is hardly their “fault.”
I would suggest that the one(s) not actually performing the duties of a job would be the administrator(s) incorrectly administering the evaluation instrument or following through with steps to negate the unsatisfactory results. Will your proposal provide for releasing the information contained within the performance evaluations in all prior years of the teacher’s employment so as to explain why someone with such a record has continued in the position
Does not the release of such information constitute a violation of privacy in some form or another as related to employment (public release of private evaluation information, for example)? So many lawsuits have been filed against former employers for giving bad references that few are now willing to say more than that an applicant was employed at the business during a specific time period. Yet the state of Georgia is now planning to release possibly detrimental data to the general public regarding its employees? Do you not feel that you will be exposing the taxpayers of this state as well as of the employing county to lawsuits by publishing such information?
Have you entered into any dialogue at all with the Georgia Department of Education on this topic? After all, is it not the purpose of that body to oversee matters of education in the state of Georgia? If, however, the legislature is now to address these issues, should not the DOE be disbanded? There would seem to be no reason to have such a department when the legislature will be addressing matters of education. Would not such a move serve to address some of the budget shortfall we are now facing in Georgia? Think of the money that could be saved by getting rid of unnecessary employees (all of them, apparently) in that department.
Surely, surely in these lean budget times there are more pressing issues of time and money that the lawmakers of this state should be addressing other than teacher report cards. However, if you feel that this is indeed a worthy pursuit, then I, as a taxpaying citizen of the state of Georgia, would ask that you also push for public report cards for members of the medical profession, the local police and fire forces, our county and city commissioners, any and all other individuals who are paid by local and state governments (including lawmakers in the state house, their staffs, employees of the governor’s office, local school boards, school administrators, bus drivers, cafeteria workers, secretaries, para-pros, coaches, etc., and every single person affiliated in any way with the Georgia Department of Education, elected or otherwise). As all of these people are paid in one way or another by taxpayer dollars (through mandated health care or checks from some level of government), I feel that we taxpayers are “entitled” to see the rating of each of these employees as well.
Do you not feel that citizens of this state have a right to see a report card on every government employee (including yourself) in this state, not just the teachers? Or, perhaps, have you come to understand that the state of Georgia really does have more important matters to address than those which already have a means of correction in place?
And Rep. Lindsey replied:
You have given me quite a stream of consciousness to consider. As I discussed with Ms. Downey, the teacher report card is one of many reforms being seriously studied and should not be viewed in isolation. We need to look at many areas of education including the curriculum in the pre K program, the number of standardized test being given, improving teacher quality, enhancing parental involvement, the high school graduation rates, the technical school program, and the hope scholarship. There is no one single bullet here and all issues need to be on the table.
I also emphasized to Ms. Downey the importance of teacher input on any reforms being advanced. That is what I am doing here now. The one thing that I will not accept is that the status quo is acceptable. My constituents in general and our next generation in particular deserve better. I believe I clearly know where you stand on teacher report cards; however, I also note from your e mail that you did not offer any constructive reforms that you believe would help move the ball forward. I look forward to hearing from you again with any such ideas.
And here is NY Chancellor Joel Klein’s letter to his teachers on why he agreed to release effectiveness ratings, pending the outcome of a court challenge by New York’s teacher union. The court has not ruled yet on the release:
Dear Colleagues,
As you have likely heard or read, several media outlets recently issued Freedom of Information Law (FOIL) requests to the City, requiring the Department to share the Teacher Data Reports we provide schools and teachers in grades 4 through 8 each year. These reports use a method called “value-added data” that seeks to predict student performance based on factors outside of a teacher’s control (high levels of poverty, for example), and then determines whether a given teacher’s students exceeded or fell short of these predicted examination scores (teachers may always access their reports at http://schools.nyc.gov/Teachers/TeacherDevelopment/TeacherDataToolkit/GetYourReports/default.htm).By controlling for factors beyond a teacher’s control, it is the fairest system-wide way we have to assess the real impact of teachers on student learning. And while the City’s particular value-add method is not etched in stone, this is why the State passed legislation this spring, endorsed by the teachers’ unions, committing to using value-added data for all teachers. It is also why value-added data is increasingly being used throughout the nation as part of a comprehensive system of teacher evaluation.
In the past we have provided the numeric value-added data to the press with no indication of the identity of individual teachers. I am writing to you today because media outlets, prompted by similar data being published by the Los Angeles Times, have requested the names of individual teachers, not just the statistics.
As it is the City’s legal interpretation that we are legally obligated to provide the media this information, it is our intent to provide the data as requested.
In the time since we informed the UFT that we intended to comply with the FOIL request, the union has sued the City to prevent the release, and we have agreed to delay any release until at least November 24, when a court hearing will be held. So no data have yet been released. But I want to make sure that, as you read about these events in the newspapers, you understand the circumstances and you understand my view on the issue overall.
Our most important task is to ensure that every one of our students has a great teacher. It is critical, therefore, that when we have indications of a teacher’s proficiency, we use that indication to do what’s right for kids. One indication will never tell the whole story, and sometimes it is hard to discern definitive evidence from data alone —such as with a teacher who is “average” according to these numbers, for example. But where teachers have performed consistently toward the top or the bottom, year after year, these data surely tell us something very important. Namely, we need to retain and reward the great teachers, and we need to develop the low-performing teachers. And those who don’t improve quickly need to be replaced with better-performing teachers.
Secretary Arne Duncan last week said it best when he said, “I give New York credit for sharing this information with teachers so they can improve and get better.” More than anything, these data demonstrate that we need a better, more comprehensive system of evaluation than the one we have now. That’s why the State legislature and the unions supported an evaluation system that uses value-added data. Now it’s time that the DOE and UFT together build a new system that gives teachers an honest sense of how well they’re doing and how they can improve.
In the end, this is about real people. On one hand, for too long, parents have been left out of the equation, left to pray each year that the teacher greeting their children on the first day of school is truly great, but with no real knowledge of whether that is the case, and with no recourse if it’s not.
But this is also about teachers. They take on the hardest work there is, and they deserve our respect. If anyone sees these data as an opportunity to scapegoat public servants, that is a mistake. Doing what’s right for children means making hard decisions; it has nothing to do with personal attacks.
We’ve made huge strides for our kids over the last eight years. That’s because we’ve been willing to face hard facts. It’s also because we have made kids’ best interests our shared priority. My hope is that we approach this issue with both of those thoughts in mind, ensuring fair treatment for adults, but always keeping children first.
Sincerely,
Joel I. Klein– By Maureen Downey, for the AJC Get Schooled blog
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264 comments Add your comment
teacher&mom
December 29th, 2010
9:37 pm
There is an excellent Huffingtonpost article that addresses poverty. It is a good read. If Rep. Lindsey really wants to improve education in Georgia, he should take an honest look at how our high poverty rate affects our schools.
http://www.huffingtonpost.com/michael-klonsky-phd/the-year-they-begain-call_b_801931.html
The following comment on the article is excellent and very applicable to this discussion.
“As you aptly point out, poverty and its associated effects are not “excuses” but brutal reality. Until the administra tion shines a bright light on poverty, and develops effective programs where students of poverty receive intensive interventi ons, to include bringing parents into the classroom and their children’s learning, all of the other efforts championed by the admin are doomed to failure and a massive waste of time and money. This is not to condemn the efforts, per se, for many hold great promise. However, unless the PRIMARY factor is addressed, no amount of improvemen t in the other factors such as teacher effectiveness, curriculum , funding, and etcetera will matter.
Trite sayings, dismissive gestures, and shotgun strategies only serve to worsen our nation’s educationa l plight. We expect more from President Obama, Arne Duncan, and this administra tion. Activity is not progress. Honesty, focus, commitment , these will turn the tide.”
Mary Thomas
December 29th, 2010
11:07 pm
Please allow Teachers’ to Teach, and place less emphasis on test/Test/test, and more Test….this is not Teaching……
Wandless
December 29th, 2010
11:31 pm
These teacher evaluations are being used to deflect attention and responsibility for the dismal state of education in Georgia, and nationally. Research has shown that the biggest barrier to student success is indeed poverty. Children living in poverty do not have basic needs being met: health care, nutrition, personal safety and supportive home environments. No child left behind is a joke, because in America many children are left behind. It seems to me that the political and economic systems are not effectively meeting the needs of these children and their families. Deflect the problem on to teachers, and watch the decay as our schools continue to fester, and our schools decline even further. To the legislators that want to facilitate change, why don’t you look at the real issues and pass legislation to really effect change in the lives of these children? The alleged massive failure of teachers is the least of this country’s problems.
Fled
December 29th, 2010
11:33 pm
Representative Lindsey is a good example of his type. He wants to be praised for his so-called ideas and discounts immediately any reaction but praise as being a big “stream of consciousness” too complex for him to handle. Sorry, Rep. Linsdey, but you are going to learn soon, if you don’t already know, that negativism is an entirely appropriate response to people like you.
As I read the long list of things that he wants to “accomplish,” I could not help but think that he represents to worst of us. He brings to mind two lines from Yeats, though I doubt if he knows who Yeats is. Obviously, he has never been in a classroom and has no idea of that which he speaks. But for $17K a year, filled with delusions of grandeur, he is coming in as a saviour to rescue us from ourselves. Unfortunately for Rep. Lindsey, such things only occur in low-budget movies, you know, the kind that Ronald Reagan starred in.
I do agree that the status quo is unacceptable. I mean, the way that republicans always think they know the answers and, in spite of their overwhelming intellectual deficits, want to tell us what we must do and how we must do it—and then to hold us responsible for the inevitable and ugly failure of their plans.
Georgia is already bleeding teachers. Where I work, and we have teachers from all over the world, the largest single group is from Georgia. These are fine people and fine teachers the type who really make a difference in the classroom. Without exception, every one of these fine people is disgusted by people like Rep. Lindsey and his/their deficient approach to education. We voted with our feet, and we have no confidence in you and your fellow republicans.
You are the unacceptable status quo, not us.
d
December 30th, 2010
12:10 am
Just got my EOCT scores…. 63% passed. Not thrilled, but I guess not too bad when you consider the fact that between the 64 students I have on my roster for the 3 classes I taught last semester, I had a combined 564 absences (and really since this is a block schedule, that would be the equivalent of over 1,100 days). I’m just waiting on the email ordering me to professional development since I must be such a horrible teacher.
d
December 30th, 2010
12:11 am
Oh, and of course, I have to take the state’s word that the test really covers the GPS since I will likely lose my certificate if I look at the test itself. Gotta love giving an assessment that I will never be allowed to see!
d
December 30th, 2010
12:15 am
I have a proposal (and this isn’t sarcasm here). I wonder if a public display of any employee’s evaluation would pass Constitutional muster if we’re dealing with just one particular profession. So therefore, I suggest that the “report card” bill order that every employee evaluation given to anyone in this state – in public or private industry – be published. I should be able to know if my cashier at Home Depot is performing his or her job accurately and if there has been a past issue with his or her customer service, I can make sure to select a different register to go to.
Teacher4ever
December 30th, 2010
6:32 am
The New York and LA cases confuse the issue. No one in Georgia is stating that teacher evaluations are going to be public. By bringing up these cases, you are adding extra heat to an already controversial subject.
Currently, we have a system of teacher evaluation that is almost completely subjective. Adding an objective component could improve the evaluation process. I don’t want to be evaluated completely on someone’s opinion. If my boss doesn’t have objective criteria to evaluate me, I bring my own data into the evaluation meeting. The days of teachers closing their doors and teaching what they want and being evaluated on a couple of 15 minute classroom inspections is over. Our schools are broken, we need to have new ways of improving classrooms. the value added model won’t solve all of our problems, but could help us find out where to make improvements.
s2k
December 30th, 2010
8:04 am
Forget schools needing more money. Yes, we need to be funded, and yes, it could always be funded more. But it isn’t.
Forget blaming parents. Yes, parents should be teaching their kids morals, values, the alphabet, etc. and yes, I’d venture to say the majority of parents do.
Here’s the argument, guys: I REFUSE to be “held accountable” for the hormonal vagaries of adolescents.
They’re going through a breakup and they come to class crying – they don’t care about the test that’s going to affect my income.
Their parents are divorcing – their minds are on who they’re going to live with, after – they could not care any less about the test that’s going to “prove” I’m an effective teacher, which will then be published in the newspaper for the world to see.
I’ve had a kid miss the final exam because he was in YDC – so of course he never took the final, and of course he was still on my register, so OF COURSE he counted to my failure rate. And there was no place on my “effectiveness form” where I could indicate WHY this particular kid failed the final.
I’ve had kids Christmas tree the final because they had an A in the course, and because the final is weighted so lightly, failing the final would not impact his A. But failing the final counts against ME. I don’t get an A, let alone even get to be in on the conversation with the BOE suggesting we make final exams actually count for something other than moonbeams and world peace.
Let’s talk about THIS aspect of any “teacher effectiveness” measures, shall we? That when you get right down to it, holding teachers accountable for the test scores of their students is akin to rating doctors based on the health of their patients.
justbrowsing
December 30th, 2010
8:04 am
@Teacher4ever- my hope is that something of this nature is not made public. It is interesting though- the thought that the data might refute what someone would choose to present about a teacher. It could be the lifesaver that many need.
Peter Smagorinsky
December 30th, 2010
8:09 am
Yet another highly contentious education issue, which I suppose is redundant (sorry for the fancy words, Dr. No).
The Athens paper ran an editorial this morning about giving parents a role in teacher evaluations: http://www.onlineathens.com/stories/123010/opi_763261692.shtml
The ABH editorial board is in favor of this proposal as a way to involve parents in the conduct of their kids’ education. I’m sure that grade inflation would reach new heights under this plan, since hard-nosed teachers would issue low grades, get low rankings, and then be perceived as bad teachers.
On the other hand, it’s probably no worse than determining merit by looking solely at test scores.
Teacher for Life
December 30th, 2010
8:12 am
Did anyone know who Representative Lindsey was before he said something about Teacher Report Cards? @ d…checking on constitutionality of it now. There is something here that runs counter to our laws. This grading of people in only one profession for all to see. Got one lawyer on it … Believe me, we are smart; we are invincible, we are “Teachers”…they will not make us grovel on the ground if I can help it. Finally gave me something to do, my school is boring the mess out of me. Scripted learning is for robots… Back to the subject at hand! Thank you Representative Lindsey! I get to really steep myself in research and sharpen my fighting tools!
I belong to an old and honorable profession. I studied 4 additional years after college to prepare for this profession. I will not let people who are clueless about how teaching calls us to dishonor this profession. My students deserve an intelligent and capable professional who is committed to turning on that light bulb for each child. Accountability is multi-faceted and is not the sole domain of the teacher. We are not the sole influence on a child. If we really were, this entire conversation would be moot, now wouldn’t it?
Test scores are test scores. After a hundred years of public education in America, it does not take a rocket scientist to confirm what we already know.
Teacher for Life
December 30th, 2010
8:21 am
Did anyone know who Representative Lindsey was before he said something about Teacher Report Cards? @ d…checking on constitutionality of it now. There is something here that runs counter to our laws. This grading of people in only one profession for all to see. Got one lawyer on it … Believe me, we are smart; we are invincible, we are “Teachers”…they will not make us grovel on the ground if I can help it. Finally gave me something to do, my school is boring the mess out of me. Scripted learning is for robots… Back to the subject at hand! Thank you Representative Lindsey! I get to really steep myself in research and sharpen my fighting tools!
I belong to an old and honorable profession. I studied 4 additional years after college to prepare for this profession. I will not let people who are clueless about how teaching calls us to dishonor this profession. My students deserve an intelligent and capable professional who is committed to turning on that light bulb for each child. Accountability is multi-faceted and is not the sole domain of the teacher. We are not the sole influence on a child. If we really were, this entire conversation would be moot, now wouldn’t it?
Test scores are test scores. After a hundred years of public education in America, it does not take a rocket scientist to confirm what we already know about testing children. You can’t measure a teacher by a child’s test score. You can only measure the child.
For all of you who had that teacher who forced you to work or who couldn’t control the class because they had too many kids with no home training, get a life. You can make a difference in your child’s education if you remain involved.
And finally, no matter what you do be they Report Cards, Teacher Police, mandatory 50 hour weeks for teachers, Parent Oversight Committees, …you will never have the 100% perfect teaching force you seek. You are human and so are we.
Dr NO
December 30th, 2010
9:00 am
LOL…what a diatribe…LOL.
You GO GIRL!
Dr. Craig Spinks /Augusta
December 30th, 2010
9:07 am
Teacher and Mom, I agree that we must have interventions which are effective in helping kids from poverty succeed in school. Unfortunately, what we have is a history of well-intentioned interventions whose successes, I fear, are suspect. What are we doing to insure that these interventions actually improve the academic and social skills of the kids who participate in them? Are these interventions evaluated by disinterested, out-of-state entities with appropriate expertise? Is renewed funding denied to those interventions with unproven success in helping poor kids learn? Have many of these well-intentioned interventions contribute to the self-perpetuating educracy problem rather than contribute to a solution to the problem of under-performance among poorer kids?
S2K, teacher accountability without student accountability is fatuous. Students need to be held accountable for their learning. Let’s make final exam and standardized test scores count for a lot more of the students’ grades than these scores now do. By the way, does 60 continue to be the lowest grade that can be written on a student report card?
Dr. Craig Spinks /Augusta
December 30th, 2010
9:12 am
“(C)ontribute” to “contributed” in both places in line 10 above.
Dr NO
December 30th, 2010
9:13 am
The only way to eleviate the poverty issue is to take these kids out of poverty via moving them to an orphanage and getting them away from their sorry parents.
Yes some might *gasp* at the idea, however, these sorry, lazy parents who enjoy living in poverty are a true detriment to their own offspring.
These young childrens minds need to be changed, they need some kind of constant in their life and a code or morals/ethics that their parents are unwilling to give them.
Eliminate the dead head parents then cull out the sub-par teachers and these children may stand half a chance. One can toss more dollars down the bottomless pit but it will do no good. These childrens entire environment needs changing and if that means taking them from their parents then thats one step in the right direction.
Dr. Craig Spinks /Augusta
December 30th, 2010
9:17 am
Teacher for life, kids need their parents to be involved in their educations. I’d suggest that parental involvement extend to regular visits to kids’ classrooms during the instructional day rather than being limited to PTA meetings, ball games, Christmas programs and other more traditional means of involvement.
Teacher for Life
December 30th, 2010
9:48 am
You are absolutely correct Dr. Spinks.
teacher&mom
December 30th, 2010
9:49 am
@Dr. Spinks — ” Unfortunately, what we have is a history of well-intentioned interventions whose successes, I fear, are suspect”
I agree. A few years ago, the school where I worked decided to apply for a grant to address the issue of educating students from poverty. We were awarded the grant and worked closely with the Ruby Payne folks to implement home visits, school-wide interventions, identifying giftedness in poverty, etc. It was working, but closing the achievement gap is tedious and exhausting. The phrase “two steps forward and three steps back” comes to mind. We were making steady but slow progress. Then the letter arrived notifying us that all grant funds had been eliminated. They pulled the rug out from under us and never looked back.
I often use analogies in my classroom. Here’s one for our current situation:
A teacher, a politician, and a CEO are playing cards. Each round the teacher is given fewer and fewer cards, yet expected to “win” the round.
If s/he loses the round, they are removed from the game.
If the teacher complains, the politician remarks, “the “status quo” is not acceptable.”
The CEO tells him/her to “get a job in the real world.”
Then the CEO and politician look at each other and smirk about school of education graduates and bottom third SAT scores. *Wink, wink*
” Hand us another card. No, give us two cards this time. We have every confidence in your ability to perform.”
What's really going on
December 30th, 2010
9:57 am
To @HS Public Teacher… and other highly competent educators on this blog who are at your wit’s end with the direction that education is heading in GA and the nation quite frankly. I’d challenge anyone to go to the major newspaper of pretty much any medium to large city and NOT find an education blog that is heated over some asinine curriculum mandate or any number of other issues. So although there’s grass on the other side of the fence, it definitely isn’t always greener. And when you look at the source of so many reforms, the national momentum, and dollars (government and private) behind them, it’s inevitable that they will eventually come up in just about every public school system in the nation. With last year’s RIFs due to budget cuts (another major cluster in most school districts…) we lost many good teachers, some of which were on this blog posting about plans to leave to teach in other countries. There seemed to be just as many educators out there who were essentially saying “been there, done that” and now I am back teaching in the US somewhere. It’s every teachers own prerogative to take whatever action is needed in order to feel secure, and teach in an environment that you feel respects you as a professional. However, moving to another state or district to escape bad decisions seems like a zero-sum game. No matter where you go, it seems that you’re one Bad Administrator, or influential politician with a focus on Education away from another decision that you may take issue with.
That said… I’ve a different proposal for you all that will allow you to remain in the profession in GA, perhaps in a more palatable teaching setting than you are currently in. Politics and rhetoric aside… why don’t you all organize and come together to set up charter schools and show the bureaucrats how it’s done when competent teachers have a little autonomy to do things that you feel actually make sense! Of course you will still have to have the kids take CRCTs annually, but all the other ridiculous tests, meeting to talk about meetings, useless professional development and the like can completely go away for you, and what’s more you can be in control. Of course charters will bring on other issues, largely financial, but they are not insurmountable especially if you have the right people on your team that can help secure outside funding. Thoughts…? Any takers?
teacher&mom
December 30th, 2010
10:16 am
May I add that I have yet to meet a teacher that does not take their CRCT/EOCT results seriously. There seems to be an assumption that teachers could care less about the results and the test results are not discussed during annual evaluations.
teacher&mom
December 30th, 2010
10:18 am
@Peter S. – I read the article and I agree that parents should have a voice. I’ve had experience with parent surveys. They can actually be a powerful tool along with opening the classroom doors for visits. I’ve seen parents come in for visits and notice the lack of supplies, students having to share materials, PE classes with 50+ students, etc. Those same parents went home and made a few phone calls to board members. We actually had a para pro hired mid-year to help reduce the teacher/student ratio in one class as a direct result of a parent visitation day.
Savvy teachers will align with parents to make needed changes. Trust me, it works.
Nikole
December 30th, 2010
10:44 am
@ What’s really going on
December 30th, 2010
9:57 am
Teacher-Led schools! That is my dream that I hope to fulfill one day. As a 5th year teacher, I think I need a bit more experience under my belt.
oldtimer
December 30th, 2010
10:48 am
Ok…put all the kids in group homes, let the “state” raise and feed them. Remove parents…Maybe then things will improve..LOL
Retired Teacher 2
December 30th, 2010
10:57 am
The quality of the teacher is the primary factor in student success and achievement. We as educators can blame everyone else but the research is clear. It’s not money; it’s not parents, but us! The students with money and supportive parents can make it without us. Most students from “good homes” (as we call them in the teachers” lounges) would pass the EOCT, GHSGT and CRCT if they were administered as a pre-test. If there was value added based on progress, the good teachers should run to low SES situations; unless teachers begin telling students to “Christmas Tree” the pre-test and basically sabotage these efforts.
Retired Teacher 2
December 30th, 2010
11:02 am
I’m waiting on my colleagues to rip me a new one!!!! However, the evidence is on my side.
Echo
December 30th, 2010
11:21 am
@ retired teacher, cite your sources. For every bit or “research” you find I can find 3 that say parent and home life are the biggest factors in a child’s academic success. Good teachers are important and bad teachers do a lot of damage. One of the problems I always see with “educational research” is the “researchers” don’t know how to do research or design a valid study.
ScienceTeacher671
December 30th, 2010
11:23 am
@Retired Teacher 2: The quality of the teacher is the primary factor in student success and achievement. We as educators can blame everyone else but the research is clear. It’s not money; it’s not parents, but us! The students with money and supportive parents can make it without us.
Can you not see that your two points are contradictory? The primary factors in student success are family structure and socio-economic status – you just said so yourself!
HS Math Teacher
December 30th, 2010
11:29 am
Retired Teacher 2: I don’t have a problem with being evaluated “objectively” (using a pre & post test) by my boss, the principal; however, I don’t want my results posted on the internet for all to see for a year, until the next report comes out. If a parent has a kid in the school, and wants to see the teacher’s rating, then fine, let them see it. Just don’t hang it out on the laundry line. The only purpose this proposed measure can serve is to motivate by fear.
Every school’s standardized test performance is already on the internet (gaosa.com), and the parents in the community know who the teachers are that teach the subjects (at my small school, it’s readily apparent who did what).
Sure, a good teacher can make a big difference in a child’s education; however, a teacher has a right to certain level of privacy. I don’t care if my results were stellar every year; I still don’t think everyone in the world ought to be able to click on the internet, and see my personnel file.
Lastly, I’ll confess that if I were RETIRED, I wouldn’t care as much.
FirstYearTeacher
December 30th, 2010
11:45 am
As a first year teacher, I feel completely overwhelmed. As a student teacher I was pretty sure I could change the world. “Who cares about all the paperwork, I will focus on changing lives!” It only took about a day for me to figure out that I was wrong.
When am I supposed to teach? Maybe if I didn’t have to document the fact that I am doing what I say I’m doing I could teach. Or maybe if I only had 28 students instead of 29! Maybe if I had more than 45 minutes of planning….maybe if I didn’t have old textbooks that don’t even correlate to the mandated standards I have to teach. Maybe if I had a curriculum to go with the standards. Maybe if I had parents who actually disciplined their children. Maybe if students actually had consequences! Maybe…if I didn’t have a student who tells me “no” when I ask him to try. Maybe someone could even pay me for all the papers I’m grading and lessons I’m planning at night and on the weekends, even over my coveted Christmas “Break”. Thank heaven I have an administration that supports me, students who do try, and teachers who help me or I wouldn’t have survived the first semester!
The sad thing is, I’m a good teacher. I am willing to do all these things with the small hope that maybe at least one student will be positively affected. I am telling you right now, if you want to grade me, please help me first!! I don’t know how, some previous suggestions like holding students or parents accountable might work. Something! All I know is, if something doesn’t change, it won’t be only the “report cards” that send me (and every other teacher in it for the right reasons) away. It will be the fact that I get criticized when I am trying to help. It’s not that I don’t need to be held accountable or even that I care if the public knows…the bottom line is that it is disrespectful. I receive that everyday from students, now I know why they think it is okay. A previous comment summed it up best, “If you’re going to spray the roaches with roach spray, don’t spray everyone in the kitchen”.
I would say more but I have to get back to work!
Dr NO
December 30th, 2010
11:48 am
If you are a first year teacher how do you know you are a good teacher? The two dont necessarily go hand in hand.
teacher&mom
December 30th, 2010
12:37 pm
http://www.npr.org/2010/12/29/132416889/chinese-top-in-tests-but-still-have-lots-to-learn?sc=emaf
China has emphasized testing long before NCLB. I find it interesting that the Chinese are beginning to see the damage standardized testing creates.
“As long as the gaokao scores are what get you, a student, into college — and those are the scores that also rank the high schools — parents and principals and teachers can’t afford to really experiment with a kind of learning that encourages independent thinking, and perhaps, learning from mistakes,” she says.”
Institute a teacher report card system, and you will discourage experimentation with classroom learning that encourages independent thinking. Have we not learned anything from NCLB?
Peter Smagorinsky
December 30th, 2010
12:48 pm
@Echo (”One of the problems I always see with “educational research” is the “researchers” don’t know how to do research or design a valid study.”): That’s a pretty remarkable claim. The American Educational Research Association has about 25,000 members. Are you really saying that you have read the research that all have conducted and so can make such a sweeping claim? What is your own background in knowing “how to do research or design a valid study”? Please help us understand your knowledge of educational research in its entirety so that we can act responsibly on your claim.
teacher&mom
December 30th, 2010
12:50 pm
http://www.npr.org/2010/12/29/132408943/georgia-schools-offer-lesson-in-living-with-cutbacks
Rep. Lindsey….let’s say your teacher report card system is in place. Who is at fault if Franklin County experiences a dip in test scores due to the budget crises? Should we blame the teachers of Franklin Co. for the actions (or inactions) of the GA legislators? Are they to blame? Would you in good conscious give them a failing grade it their students test scores decline? Would you accuse them of maintaining the “status quo” or using demographics as an excuse?
I do not teach in Franklin County but I suspect this is a hard year for the teachers, students, administrators, and parents. I imagine the longer school days are difficult and the loss of 20 instructional days has many teachers wondering if they can adequately cover all standards by April. I bet they are trying their best to minimize the negatives and capitalize on the positives.
Can you imagine how the teachers in Franklin County would feel if at the end of this school year, they received a lower grade on their teacher report card?
Lisa B.
December 30th, 2010
12:55 pm
I hope Rep. Lindsey reads this blog. Some great ideas have been posted. I especially like the idea that students should have to pay for classes they repeat
Lisa B.
December 30th, 2010
1:05 pm
Teacher&Mom, numerous Georgia schools systems cut days from the academic calendar this year to save money. My system lopped off 20 days of instruction, and we are all concerned that the few additional minutes added to each class will not make up the missed days. As you pointed out, we are aworried. We worry that student achievement will drop as a result of the cuts, and that teachers will be held accountable for not being able to perform at the same level with a month less of instructional time. We worry the shortened calendar will hurt the students, especially the youngest.
Lisa B.
December 30th, 2010
1:31 pm
Developing a fair way to “rate” or “compare” teachers is daunting. The teachers and admin I work with have discussed this topic at length, and there are many problems. It is unfair to use test scores alone, because the students come to us with varying abilities. Also, not all teachers teach tested subjects, or tested students.
How are PE, Art and Music teachers rated? New laws state that PE teachers have to maintain fitness folders on students. They weigh students and note BMI at the beginning of the year, then weigh and note BMI at the end of the year. During the year, PE teachers teach students the importance of healthy diet and exercise and instruct them to implement those practices at home. PE teachers can be rated by the results. After all, reading and math teachers have always expected kids to read and practice math facts at home, so this is fair, right? (Sarcasm intended).
The CRCT is not a fair way to rate teachers, because, for example, on the 4th grade math test, students need 34 out of 60 questions correct to pass. 5th grade students need 30. 7th grade students must have 29 out of 60 correct answers to pass the math CRCT, while 8th grade students have to have 32 out of 60 on a substantially more difficult test. As a result, CRCT math scores drop in 5th and 8th grades, (where most schools put their strongest teachers because these are benchmark years when students are required to pass for promotion). Should those teachers receive lower ratings because student test scores drop in those grades?
So if we can’t use the CRCT, can we develop some sort of pre and posttest system to measure growth during the school year? We added those tests this year. A couple of problems have already arisen. Obviously, the pre and posttests must test the entire curriculum to be taught in the subject during the year. That means most students will “fail” the pretest. That means it would be unfair to use the score as a grade, which means many of the students will not bother to try or even take the test. For example, an 11th grade student I know scored 9% on his Physics pretest. I was astonished, since he’s good in science, and I thought he had a good bit of previous knowledge about the content. When I questioned him, he said the test didn’t count for a grade, so many students simply bubbled in random answers. I expect the boy’s posttest at the end of the year will show massive improvement, unless that test is not for a grade either. Students will take seriously the end-of-course test, finals, etc., but many will not waste their time with work that is not for a grade. Middle school kids think the same way. So what good are the pre and posttests if the students don’t bother to try? What use is the data?
I also hear about students who collectively chose to bomb posttests to hurt a particular teacher. After all, we give the kids lots of power when tests are used to grade the teachers rather than the students.
ScienceTeacher671
December 30th, 2010
2:14 pm
What really bothers me is that legislators tend to say, “Here are the solutions, but I am going to seek teacher input before implementing them,” and then berate teachers if they disagree, rather than saying, “Here are the problems, teachers, what can we do to fix them?” which is what they would do if they really cared what teachers think and valued their input.
Of course, when the legislators start with the assumption that teachers are the problem, what else can we expect?
Dr. Craig Spinks /Augusta
December 30th, 2010
2:21 pm
First-year teacher, hang in there. Have you developed a friendship with a more experienced faculty member who shares your commitment?
Nikole
December 30th, 2010
2:38 pm
My letter to Rep. Lindsay, Morgan and Millar will include the following:
I will volunteer to help develop a public teacher’s report card. This report card should include the following:
1.School demographics (title 1, free-reduced %, ESOL %, etc.)
2.Professional development the teacher participated in- On another note, I would suggest that lawmakers target this area as a means of improving achievement. Many teachers at my school would welcome prof. dev. on teaching science, however, we keep getting sessions on word walls or graphic organizers, things we already do.
3. Avg. time “clocked in”
4. Avg pre/post test scores for each student, showing the disparity among where they started.
5. Next to each of these students’ scores should be the % of parent conferences or phone conferences their parent participated in.
6. # of disciplinary actions for each of these students
7. current graduate classes or majors of teachers w/ advanced degrees
8. committees chaired and served on
9. % of students in the class eligible for EIP services- eligible, not just those being served. There is a limit on the # that can be served at one time.
10. % of students in Tiers of Intervention
11. extracurricular activities and clubs teachers participate in
Any more suggestions of things I should add to my list before drafting my email?
Dr. Craig Spinks /Augusta
December 30th, 2010
2:55 pm
Lisa B.,
Students should receive the report card grades they earn, no matter how bad. Is the 60 minimum report card grade still in effect? Students should not earn promotion or credit until they earn acceptable scores on appropriate standardized measures. Kids whose standardized test scores suggest that they haven’t mastered given content don’t need to be promoted to the next grade or sequential course where mastery of that content is needed. We have more than enough dropouts and high school graduates who can’t read, figure, or write at levels required for adult living. We don’t need to add to their numbers.
Science Teacher 671, surely we can find some receptive ears among the scores of state legislators and their aides. Don’t give up.
ScienceTeacher671
December 30th, 2010
2:57 pm
Nikole, why should they spend money the state doesn’t have developing teacher report cards when education is already dramatically underfunded?
Why should they spend money the state doesn’t have developing teacher report cards when they’ve defunded the NBCT program, which has research backing its effectiveness?
Why should they spend money the state doesn’t have developing a teacher report card when we don’t have a surplus of teachers to replace “incompetent” teachers if we identify them?
Why should they spend money the state doesn’t have developing a teacher report card when a major part of the problem now is that our testing standards are so terrribly low, and students who can’t meet even those subminimal standards are promoted anyway?
I could go on, but perhaps I’ve made my point?
Nikole
December 30th, 2010
3:03 pm
@ Science Teacher—I absolutely agree, and I would bet money that this report card never happens due to money. If the report included all of the things I mentioned, legislators would have to dedicate money to something other than blaming teachers. Certain patterns and themes would emerge that they would have to deal with, and we both know they don’t really want to invest money into issues that truly impact achievement.
teacher&mom
December 30th, 2010
3:42 pm
@ST 671. Your 2:14 post is right on the money. BTW – Lindsey and the Morgans will have a conference call today with Sen. Johnson (CO) for ideas about how to get educators on board.
@Nikole – I’m not so sure money will stop them. They’ll either re-direct funds or let local systems pick up the tab. Based on the past 8 years, they really have no qualms about gutting the education budget.
I love teaching. I hate what it is becoming.
December 30th, 2010
4:07 pm
Nikole,
To your list you might add:
Number of Gifted students identified in the class
Number of ESOL/ELL students in the class
Number of Inclusion children in the class
I wrote my own letter of comment which turned out to be 11 pages, and still did not include everything I wished to say.
What's really going on
December 30th, 2010
4:13 pm
@Nikole — Here’s an article on Teacher led schools that you may find inspiring -> http://www.csmonitor.com/USA/Education/2010/0901/School-teachers-in-charge-Why-some-schools-are-forgoing-principals
Dr. Craig Spinks /Augusta
December 30th, 2010
4:28 pm
ESSENTIAL QUESTION: Has any competent, disinterested organization determined that use of any type of teacher report card has been linked to statistically significant and educationally substantial improvements in student learning?
ScienceTeacher671
December 30th, 2010
6:46 pm
@Dr. Craig Spinks, I wish we could get our teachers’ organizations to take a pro-active approach to such legislation during the upcoming session. Perhaps they’ve made plans to do so already, but it would be nice if they’d let the membership know if so.
@Nikole, I get your point. No, I don’t think they want to invest money into things that would really impact achievement, and I do think they want as many excuses as possible to make teachers into the boogeymen of education.
teacher&mom
December 30th, 2010
6:56 pm
Well Dr. Spinks….I have spent an entire afternoon searching for research linking teacher report cards to student achievement levels. If it is out there, I can’t find it. So I switched gears and started to look at VAA (Value-added assessments). Basically, what Rep. Lindsey is proposing is a VAA in the form of a publicized report card.
The U.S. Department of Education (http://ies.ed.gov/ncee/pubs/20104004/) released a study this past summer that stated: “The results suggest that policymakers must carefully consider likely system error rates when using value-added estimates to make high-stakes decisions regarding educators.”
Another article (http://www.prospect.org/cs/articles?article=data_driven_education) had this to say about the LA Times release of teacher VAAs and the dangers of using VAAs in high stakes evaluations.
“A recent report from the Economic Policy Institute reveals that VAA results vary widely depending on the methodology used and produce inconsistent results from year to year. One study found that, even when using the same methods, a third of teachers ranked in the top 20 percent one year dropped to the bottom 40 percent the next. Scholars also routinely point out that these models apply to idealized circumstances in which students are randomly assigned to classrooms and students at all levels learn at the same pace. Because these kinks still need to be ironed out, various scholarly organizations — including the National Academy of Sciences and even the RAND Corporation — have said VAAs shouldn’t be used as the sole, or even the primary, tool for evaluating teachers.”
Do you think Rep. Lindsey and the Morgans will proceed with caution?