Misconceptions and Realities about Teacher and Principal Evaluation
An open letter of concern to Chicago's Mayor Rahm Emanuel from Chicagoland Researchers and Advocates for Transformative Education (CReATE)
Press Conference - Remarks by Kevin Kumashiro, Isabel Nuñez, David Stovall, Therese Quinn, Erica Meiners and Julie Woestehoff
LINK
March 26, 2012
Misconceptions and Realities about Teacher and Principal Evaluation
An Open Letter of Concern to Mayor Rahm Emanuel,
Chicago Public Schools CEO Jean-Claude Brizard,
and the Chicago School Board
Regarding Chicago’s Implementation of Legislation for the Evaluation of Teachers and Principals
Chicago Public Schools (CPS) plans to implement dramatic changes in the 2012-2013 school year. As university professors and researchers who specialize in educational research, we recognize that change is an essential component of school improvement. We are very concerned, however, at a continuing pattern of changes imposed rapidly without high-quality evidentiary support.
The new evaluation system for teachers and principals centers on misconceptions about student growth, with potentially negative impact on the education of Chicago’s children. We believe it is our ethical obligation to raise awareness about how the proposed changes not only lack a sound research basis, but in some instances, have already proven to be harmful.
In this letter, we describe our concerns and relevant research as we make two recommendations for moving forward:
1. Pilot and adjust the evaluation system before implementing it on a large scale.
LINK
March 26, 2012
Misconceptions and Realities about Teacher and Principal Evaluation
An Open Letter of Concern to Mayor Rahm Emanuel,
Chicago Public Schools CEO Jean-Claude Brizard,
and the Chicago School Board
Regarding Chicago’s Implementation of Legislation for the Evaluation of Teachers and Principals
Chicago Public Schools (CPS) plans to implement dramatic changes in the 2012-2013 school year. As university professors and researchers who specialize in educational research, we recognize that change is an essential component of school improvement. We are very concerned, however, at a continuing pattern of changes imposed rapidly without high-quality evidentiary support.
The new evaluation system for teachers and principals centers on misconceptions about student growth, with potentially negative impact on the education of Chicago’s children. We believe it is our ethical obligation to raise awareness about how the proposed changes not only lack a sound research basis, but in some instances, have already proven to be harmful.
In this letter, we describe our concerns and relevant research as we make two recommendations for moving forward:
1. Pilot and adjust the evaluation system before implementing it on a large scale.
