Additional Nonsense on Teacher Evaluations

As many of you already know, I am not a proponent of tying teacher evaluations to student standardized test scores results.  The reasons are many as I've noted in past blogs.   Yesterday's blog noted the problems associated with this scenario as described by Carol Burris a principal in a New York State school.

Ms. Burris summed up her reticence to link teacher evaluations to student test scores by stating that such a model doesn't indicate the strength of many of her teachers and those throughout New York.  She went on to note that students who are disadvantaged, for a variety of reasons, don't score well and that comes back to haunt good teachers who receive an unsatisfactory evaluation.

After making this post yesterday, a friend of mine and former teaching colleague, sent me a note agreeing with Ms. Burris contention but also raising the issue of the fact that some disadvantaged children she's aware of raised their ACT score by 6 points.  That's a BIG gain.  Yet that doesn't meet the standards of 'Annual Yearly Progress.'  Guess the teachers will just have to take a hit on their evaluations!

My friend conveyed another thought to me about those students who ARE successful.  Not much mention is made of this or whether children work hard or show growth.  No, the issue boils down to penalizing teachers who, for reasons outside of  their control, somehow don't wave the magic stick of test success.

By the way (bottom line),  many good teachers - working in tough conditions - will be driven out of the classroom because of this nonsense.  As I've noted before, how on earth did we ever make it this far in public education in the 236 year history of this country without tying teacher evaluations to student standardized test results?

Thanks,
Dick