Everyone On Board

In a short article published in the T.H.E. Journal today the issue of teacher evaluations was addressed, but from the perspective that administrators are also faced with issues that make judging teacher efficacy difficult. David Nagel addressed the many obstacles school administrators face in Teacher Evaluations: Principals Need More Support for Effective Implementation.  The issue of timeliness and the ability to complete the evaluation process is one such article.  Interestingly enough this sentiment is also echoed among teachers which complain that their is very little time for conversations about teaching and the actual conversations about teaching are largely ignored.  

Nagel  alluded to the seven basic tenets that both the National Association of Elementary School Principals and the National Association of Secondary Schools Principals agreed upon that would greatly improve the process. 

1. First that states and districts be required to spend 10 percent of ESEA Title II funds "on high-quality professional development tied to new federal reforms that have changed school leadership roles and responsibilities";

1. That principals be given ongoing professional development and credentialing specifically addressing teacher evaluation systems;

1. That principals be allowed to give direct feedback on the evaluation models they have to work with, and "respect the professional judgment of principals in the teacher evaluation process";

1. In the case of teachers who demonstrate effectiveness early on, that the number of direct observations be reduced and instead focus their evaluations on "professional growth plans to maximize the time for principals to engage in instructional coaching";

1. That funding be made consistently available for hiring assistant principals "and other school administrators who provide direct support for teachers in every elementary, middle and high school";

1. That teachers themselves be given individualized professional development; and

1. That principals be provided with "effective technology and related tools to facilitate efficient observations and support them to disseminate timely feedback to teachers as well as personalize professional development and learning opportunities."

It appears that all parties involved agree that the system needs to be overhauled.  Now we need the policymakers to hear us instead of focusing on the short-sighted agendas that strictly focus on using test scores as the guiding instrument  in assessing students.