The time of reckoning has arrived:\u00a0 winners of the Race to the Top competition have entered the season where they must make good on their promises to link teacher evaluation with student performance.\u00a0 This process is not easy, given the volatile debates that are taking place nation-wide surrounding this issue.<\/p>\n
There are several other hurdles to be cleared in addition to educator push-back and lack of a general consensus of how to best formulate and use \u201cvalue-added\u201d measures. \u00a0For non-core subjects that do not have standardized exams associated, evaluating a teacher\u2019s influence on achievement is a murky issue.\u00a0 Additionally, states that created \u201crelatively broad laws that established [teacher evaluation] systems, which in some cases were designed to boost the states\u2019 chances in the [Race to the Top] competition\u201d must now set specific evaluation requirements based on those laws.<\/p>\n
New York has made news lately with the court proceedings between the state board of regents and the largest teachers\u2019 union, New York State United Teachers (NYSUT), with allegations that the board has overstepped its bounds and ignored existing law with regard to the \u201cweight\u201d given to each component in the teacher evaluation system and what those components should be.<\/p>\n
Delaware has asked for a one-year extension from the US Department of Education to devise its evaluation system, which the state wants to be demanding, yet consistent and fair across tested and untested subjects alike.\u00a0 The request was granted, but the state was advised that the Department may withhold $13.8 million of the state\u2019s $100 million dollar grant if Delaware does not meet the revised timetable.<\/p>\n
Georgia too was granted a one-year extension in piloting its evaluation system, which allows districts flexibility to devise evaluations for teachers in non-tested subjects (with state approval, of course).\u00a0 Florida has launched an interesting \u201cmini-Race to the Top,\u201d encouraging districts to propose new assessments in non-tested subjects for \u201cextra\u201d grant money; three districts have so far taken up the challenge.<\/p>\n
In the realm of teacher certification, Rhode Island has asked for more time to craft a model for tying teachers\u2019 right to certification to their receiving positive evaluations.\u00a0 They were given more time, but like Delaware were informed that up to $18 million in grant money could be withheld if the state does not meet its revised obligations.<\/p>\n
All of this puts into sharp relief the many moving parts and colliding interests that are inextricably tied up in crafting teacher evaluation systems.\u00a0 Michael Johnston, a state senator for Colorado, summed it up well:\u00a0 \u201cIt\u2019s not going to be that a light suddenly switches on and that fixes it.\u00a0 It\u2019s an improvement process, not a fix-it process\u2026\u201d<\/p>\n
Core Education is pleased to support states and districts in the development of teacher evaluations that are part of an integrated system for teacher effectiveness. For more information, see www.CoreEducationLLC.com\/evaluation.php<\/p>\n","protected":false},"excerpt":{"rendered":"