Such
a hot topic...and one that if you asked 10 different teachers I am sure you
would get at least 23 different answers. I'm not 100% confident that I even
know what the "ideal" evaluation model would be...but I am confident
that it needs to include a combination of many different components...Also, one
caveat - teacher evaluations should be done entirely with the focus of
improving teacher performance so they can best serve our students. Evaluations
should not be an exercise in trying to find the negative and punish, but rather
we should continually work to improve our teachers through the evaluations.
That's not to say that we can't remove teachers based on these
"evaluations" - we can, and we should if necessary. We cannot
tolerate inadequacy in our classrooms. However, we need to make sure that these
decisions are not based on a couple of observations, or a few data points - we
need the big picture, over time.
So, here they are, in
no real particular order...
Test Scores
I'll go ahead and get
it out of the way - we need to have accountability in all of our schools and
among all of our teachers. Though "testing" is a four-letter word
that most wouldn't utter in front of their grandmother, I do believe there can
be value in the concept. However, I also strongly believe that our current
system is so far out of whack and alignment, and that there is way, way too
much of an emphasis placed on a few snapshot high-stakes test. That said, I
feel there is a role for test scores in teacher evaluation, albeit a small
role. How small? I haven't figured that out yet...but, quite small.
Multiple
Administration Observations
I'm not talking about
the full dog and pony show 52-minute observations that take place 3
schedule times a year. No, not those. Instead, if an administrator wants to
know what's going on in the class and how a teacher teaches, well, then they
need to get in on the action. Ideally, there would be 4-6 quick (10-15 minute)
observations - and not all from the same administrator. The purpose of the
observations is NOT to punish - but simply to get a feel for what's going on,
and to offer critical advice..."Have you ever considered trying
______?" I feel that the "Danielson Model" for evaluating
teachers is quite strong, and it would be good to continue to base observations
and expectations around the Danielson Model.
Peer Evaluation
We all know the rock
star teachers, the duds, the has-beens, the never-will-be's, and
the average Joes in our building. We work side-by-side with them on a
daily basis. There can be tremendous value in getting insight and feedback from
your peers, especially when those peers watch you and work with you. Again,
these evaluations need to be professional and completed with the idea that
we're working to improve overall teacher performance...not to punish. 3-4 peer
observations and some feedback (evaluations) at the end would be tremendously
helpful in achieving this goal. As with the administration observations
above, the Danielson Model would be effective here.
Student Evaluation
Like test scores,
student evaluation should play a supporting role in teacher evaluation and
should not be the most heavily weighted. However, our primary purpose is to
work with our students, to teach them and help them grow. They are our number
one customer. If we're not meeting the needs of our students, well, then
something needs to change. There was recently a great article in The Atlantic that
touched on this very idea, and I really feel there is plenty of value in
hearing from our students.
Self Evaluation
Lastly, I believe it
is important that we evaluate ourselves on how well we think we are
doing. We constantly strive for our students to be reflective and critical, and
we as teachers are constantly reflecting and revising our work, so it's only
logical that some form of teacher reflection on their performance is included
in their evaluation
On the whole, my ideal teacher
evaluation would take into account many different measures from many different
people. Only then, I feel, can we truly get a fair and accurate picture of a
good teacher. Sure, this is a lot of work, but I feel it's vital. Evaluations
like this need not happen annually, as that might be too cumbersome.
However, after the initial 3-year probationary period it seems reasonable that
every 3 or so years our teachers are re-evaluated. During that time, should
issues arise then we work to fix those issues. Should a teacher
consistently prove that they are ineffective and that interventions and support
are not helping the teacher improve, then we must take responsibility and remove
that teacher? Our students' education is too important to be squandered by
below average teachers.
