Common Threads

What many people outside of the teaching profession do not hear is that teachers desire to improve their abilities.  Put aside the arguments about tenure and poor teachers, yes they do exist, most teachers are self-motivated to improve their instruction.  Teachers want a meaningful evaluation process in which they are valued as professionals and not subjected to the quick checklist of standards "satisfactory, needs improvement, etc." Moreover, teachers would like to engage in a dialogue about what is observed and their progress towards agreed upon goals.

In talking to teachers recently I have found that the majority do not want test scores factored into the evaluation process because a standardized test is not an accurate reflection of learning that takes place on a daily basis in the classroom.  Factor in the diverse groups of students in a classroom, all coming with a wide range of learning abilities and socio-economic backgrounds, plus personal issues that may crop up on any given day, a one-shot test is not a reliable measure of learning that should make up a teacher's evaluation. However,  a national trend is to subject teachers to such an evaluation which in many cases can make up at least 50% of the teacher's evaluation.

Teaching is a complex art that involves a myriad of skills which cannot be measured.  How can one measure a teacher's effectiveness when they have motivated a student who is struggling to overcome poverty and general family dysfunction? How does one evaluate a teacher who provides opportunities for student growth that surpass the general work hours? This occurs daily throughout our nation, but there are those who would like people to belief that teacher effectiveness is best measured through a test.

Here are some thoughts for being assessed from teachers.

1. Make it a three part process  beginning with a lesson review with an administrator. Second implement the lesson while having an trained administrator in the classroom. Next have an agreed upon discussion time with the evaluator which would conclude with an agreement of the findings and the next steps.
2. Some teachers would like to be part of more frequent visits that would reveal the the classroom climate so that an evaluator would get a feel for what takes place instead of one shot visit with a written evaluation.
3. Make the process more customized so that it fits subject and grade level classrooms. What will the evaluators be looking for? Is it consistent with the grade or subject level. On this point the question arises about student engagement.  How is that measured in a secondary science classroom? Certainly not the same as a history classroom.  What does student engagement look like at the elementary level? Definitely not the same as a high school.

These are some general thoughts from teachers who sincerely desire to improve, but are generally frustrated with the current system.

My next post will address some possible solutions to the process that have been utilized by districts throughout the state.