This is for every teacher who refuses to be blamed for the failure of our society to erase poverty and inequality, and refuses to accept assessments, tests and evaluations imposed by those who have contempt for real teaching and learning.
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One thing we, often, discuss is how standardized tests are being used to "measure teacher effectiveness" or simply rate/rank them.
If you were in charge, what system would you use? Something that exists, elsewhere, your locale's model, with modifications, or something novel? Feel free to think far outside of the box - or deep within!
Looking for basic outlines of who, what, where, and when, to be used as a poll.
Thank you,
Nikk ^o^
BAT Forum Administrator, BAT Facebook Moderator, and proud BAT and DCBAT Member
This is a difficult question-not sure there is an answer. I would like to see a model more like what we use with our students in our teacher preparation program-where the focus is providing specific feedback on both positive aspects of teaching as well as areas our students can become stronger teachers-and we "grade" our students on their reflections of their teaching and their use of both our feedback and their own reflections to improve their teaching.
Rather than saying "you are a 1, 2, etc" teacher, we say you have strengths in these areas based on the following things we observed in your classroom; A couple of areas we would like you to work to strengthen are: x, y, and z. Here are some suggestions of how you might grow in each area.
Then, next time we are out observing, we look at what changes they have made to improve the areas we discussed (as well as their overall teaching).
I am afraid this will not be popular as a way to measure effectiveness in today's atmosphere-but I truly think that this could be a great way to review what teachers are doing well in their classes and how they could become more effective. Imagine, working in teams, observing each other teach, providing feedback as "critical friends" as well as discussing good teaching. These could be done by grade levels or by content.
I don't think I have really answered your question-this would not be a way to "measure teacher effectiveness" at all, but I do think it would be a way for us, as teachers, to improve our craft.
Appreciate your input and hope some other folks will help us devise a few options that BAT can back, rather than just saying "The current system is junk!", it helps to have an alternative.
Please keep some thoughts and ideas coming, folks!
Thank you,
Nikk ^o^
BAT Forum Administrator, BAT Facebook Moderator, and proud BAT and DCBAT Member
Self assessment needs to be part of it. I'm harder in myself than anyone. My view should count for something. If I'm invested things happen for the better.
Just a reminder, we are trying to come up with some system of educator measurement, that helps take into account some of those intangibles, helps reward those who excel, and offers help to those who need it. Looking for input and guidance that will help shape our policy position.
Does anyone have access to the Union-side position for teacher performance from a recent contract negotiation? Those may prove invaluable insights, that could help this process, along!
In lieu of that, here is one thought, from bits and pieces discussed here, and elsewhere.
What about a system comprised of: - 30% Self-assessment. - 50% Classroom observations/performance by a rotating, seasoned classroom educator/peer, a board member, and an administrator, for a total of three per year. - 10% Review of curriculum by peer(s) and an administrator. - 10% Attendance at a set number of PDs and, or, continuing education credits, being on time for classes, et cetera.
Would this help to allay fears of retribution or favoritism?
Do you think it is fair?
What would be the result? Weaknesses and strengths, with greater strengths leading to a better review?
Around these parts, we hear how outsiders dismiss the thoughts and such of students, do you think that there is a place for their input? What about some combination of student reviews, being averaged every 2-3 years, figuring into, say 10%, of the observations and performance number?
Someone rated poorly would receive mentoring/guidance for a period of time, with those fairing poorly put up for a retainment review at X years.
BAT On,
Nikk ^o^
BAT Forum Administrator, BAT Facebook Moderator, and proud BAT and DCBAT Member
I think the thing about teaching evaluations is that while we are all teachers, our clientele is different. For example, while student reviews might be useful coming from older students, what about kindergartener's reviews of teachers? What about student reviews coming from students in a required course that they don't like vs. students in a elective. Also, I have no visual art teacher peers in the building so it would be difficult to pair me with a reviewer. This has been the case all along with evaluations, as I don't give high stakes standardized tests so my eval. can't be tied to a test. Maybe the fact of the matter is that we are all the same but we are all different. Lumping up into one big vat can't cut it any more.
This will probably not be popular, but I don't think permanent teachers should be evaluated other than with self reflection. The political atmosphere and teaching trend du jour are always changing. I was lucky to have visited Finland and found that they have a rigorous training program for teachers (no such thing as Teach For America), but once teachers are hired permanently, they are the professionals and are not evaluated from the outside. Finland has no charter schools and very few private schools, all teachers, pricipals, and college professors are in the same union. Teaching is a desireable and respected profession there.