Memphis’ new teacher evaluation system adopted from controversial D.C. program
Millington Middle School principal Dr. Michael Lowe talks to one of his students in the hallway between classes. Lowe and both of his vice-principals evaluate each teacher and then combine the score. (Mike Brown/The Commercial Appeal)
Washington, D.C. launched a controversial new teacher evaluation system two years ago that overhauled how teachers are rated and led to the firings of 7 percent of the teaching force—more than 280 people.
The new evaluations roiled the city; 80 percent of D.C. teachers believe it was not an “effective way to evaluate
Reasonable doubt
I’ve been relatively quiet in the ongoing debate about how best to evaluate teachers in New York City and across New York State. I’m not close to the negotiations and can claim no expertise on the political machinations outside of public view. At its heart, this seems to me a dispute over jurisdiction: Who has the legitimate authority to regulate the work of an occupation that seeks the status of a profession—but one that is in a labor-management relationship?
The laws of New York recognize the labor-management fault line, but they do little to guide a collective-bargaining process toward agreements in the many districts in which teacher-evaluation systems are contested. Each side brings a powerful public value to bear on the disagreement.
For the employers, it’s all about efficiency. It’s in the public interest, they argue, to recruit, retain and reward the best teachers, in order to maximize the collective achievement of students. A teacher-evaluation system that fails to identify those teachers who are effective, and those who are ineffective, can neither weed out consistent low-performers nor target those who might best benefit from intensive help. Rewarding high-performing teachers
