Teacher Evaluations

The way that teachers are evaluated changes constantly. Every time I see a new evaluation system hauled into place, I cross my fingers that this time they finally got it right, but alas, each new one seems more flawed than the one before it.

Our current (I hesitate to use the word. As of this writing, the only one I could find online was the guide to the 2011-2012 school year, which has already been updated twice, but teachers are still in the dark as to what the exact changes are) evaluation system has teachers scored on a combination of performance standards and test scores. Fifty percent of the score is based on these standards, and the other fifty percent is based on student test scores in reading and math, regardless of what kind of teacher you are. (Even if you are a science, social studies, music, P. E. teacher etc., half you score is based on reading or math)

Let’s ignore the unfairness of being evaluated on test scores of a subject you don’t teach for now and look at the other performance standards. They are:

2) Knowledge of Learners

3) Instructional Planning

4) Instructional Delivery and Engagement

5) Assessment

6) Communication

7) Professionalism

8) Learning Environment

Standards 2, 3, 4, and 8 are considered observable standards, while standards 5, 6, and 7 the teachers need to provide evidence for. According to the terms of the evaluation system, the administrators must come into your classroom once per year before the end of the third grading period for a span of twenty consecutive minutes, and determine you score for those four observable standards. The scores, from highest to lowest, are Highly Effective, Effective, Developing/Needs Improvement, and Unsatisfactory.

My biggest complaint about this system is that the whole process is highly subjective. Any administrator with a preconceived notion of you can enter your classroom and already have your scores determined in their mind before they even see your lesson. An effective evaluation system would define something very specific that the teacher has actual control over and can demonstrate.

For example, what constitutes good “communication” score, enough to merit a score of “Highly Effective”? The wording of the standard according to the IPEGS handbook is as follows; “The teacher communicates effectively with students, their parents or families, staff, and other members of the learning community.” What I want to know is, what is the exact number of phone calls, or parent meetings, or emails that I have to have to merit a score of “Highly Effective”? Again, according to the handbook, a score of “Highly Effective” is defined as “The teacher consistently uses a variety of communication techniques to inform, collaborate with, and/or respond to students and other stakeholders in a highly effective manner.” What does a variety include? What does it mean by consistent? Does that mean that if I text, use hand written letters, and verbally communicate (three forms of communication), then I have demonstrated a variety? Does that mean that I have to do this everyday, every week, twice a week? What is considered consistent? Also, if I personally speak to my colleagues every day, how do I prove that? Do I have to record my conversations on a log?

Because none of these things are defined, administrators assign scores on their own personal bias, for or against a teacher, without regard to any evidence submitted or displayed. If you are the apple of the principal’s eye because you ran that workshop that nobody wanted to do, or because you stayed after school that one time to help with the school improvement plan, then you have an automatic pass. If for whatever reason the principal or assistant principal has something against you, even if it is for something trivial, then they could score you however they like.

The difference in terminology between “effective” and “highly effective” scores is that for the latter the teacher does whatever applies to that specific standard “consistently”. How can anyone in one twenty minute observation determine whether a teacher is doing something consistently or not? For example, standard 8 asks that the teacher “create and maintain a safe learning environment while encouraging fairness, respect, and enthusiasm.” How in the world do you distinguish between someone who does that for a class period vs. someone who does that consistently, in one twenty minute observation? The simple answer is, as an administrator, you determine that by whether you personally like the teacher or not. That’s the sad truth.