More School Reform - Teacher Evaluation

If teacher evaluations can help improve student learning and teacher effectiveness then, by all means, let's make sure it is part of meaningful reform. To be clear, teacher evaluation is but a small part of improving student and teacher performance. It's not a matter that there ought to be teacher evaluation; rather, how can it be accomplished so that it leads to the desired result.

Simply having administrators come in and observe teachers is not likely to do the trick. The perception, real or not, is that they evaluate because that is part of their job. Of course administrators will evaluate a teacher. That won't change in all probability.

There are other evaluation tools that need to be part of the teacher evaluation process. Peer evaluation holds some promise as colleagues have much in common and much to share with one another. Who does the evaluating is far less important than other elements of teacher evaluation. The type of discussion that takes place after an evaluation is of utmost importance as is the evaluation tool itself. If the tool is constructed in such a way as to determine whether patterns of teaching are present, I'm afraid this will be of limited use.

What comprises an 'evaluation' of teachers needs to be looked at very carefully. It should not be limited to observing a teacher in the classroom. For example, another type of tool than can be used to assess teacher effectiveness is for the teacher to journal their own experiences for a period of time. Such a journal can be most helpful in terms of reflecting upon performance and seeking ways to improve.

I would caution schools and administrators about using journals, or any other single device, as a means of retaining teachers or letting them go. Though what is observed when evaluating a teacher is critical, it is far more important that the ensuing discussion be beneficial. If discussions can be held that get to the critical issues of the student-teacher relationship, delivery of curriculum, student engagement with the material, and other ideas related to teacher effectiveness then such evaluations will be meaningful.

Teachers are typically 'observed' anywhere from one to five times per year. Observing a teacher is but one means of evaluating a teacher and should not be the sole basis for assessing ones effectiveness. Observations can and should be combined with other tools such as journaling, obtaining student feedback, and gaining the insights of ones peers. Using various teacher evaluation tools can be most helpful when it comes to improving teacher and student performance.

I want to put out one cautionary point, teacher evaluation, alone, should in no way be equated to school reform. Improving the quality of instruction and student learning, the real crux of what ought to be school reform, is much more involved than being centered on teacher evaluations.

Thanks,
Dick