What the ‘thoughtless’ N.Y. government just did to teachers
The New York legislature this week approved a budget along with some education reforms proposed by Gov. Andrew Cuomo that have been strongly opposed by teachers in part because they make the state’s awful teacher evaluation system even worse. In this post, award-winning principal Carol Burris explains exactly why what the legislature did is so harmful to public schools.
Burris of South Side High School, who has been exposing the botched school reform program in New York on this blog, was named New York’s 2013 High School Principal of the Year by the School Administrators Association of New York and the National Association of Secondary School Principals. In 2010, she was selected as the 2010 New York State Outstanding Educator by the School Administrators Association of New York State.
By Carol Burris
The New York State legislature celebrated the Eve of April Fools by making a bad teacher evaluation system even worse. With the exception of a few principled members, the rest of the Senate and Assembly fell in line, without care or concern for the consequences their “reform” would bring. More remarkably, by the time debate was done, it was obvious that many legislators had no understanding of what they were voting into law.
The bill was bundled with the budget. There was no opportunity for the profession, including those who actually evaluate teachers or principals, to weigh in. In the end, the legislature caved to Cuomo’s demand that student test scores be 50 percent of a teacher and principal’s evaluation.
This is the plan they approved: Teachers will receive two, component scores–one based on “student performance” and a second based on observations. State standardized tests must be used for the first score, if such tests are part of the course or grade level taught by the teacher. Schools may add an additional test, but it must be created by the New York State Education Department (NYSED), or be on a NYSED approved list. In both cases, NYSED must create the means to generate a standardized “growth score” for that test. Clearly, when the legislature politely called this measure “student performance,” they were talking about tests, not talent shows.
Using a matrix, the two scores (performance and observation) will be blended to produce the final evaluation score, according to the line by line instructions in the bill, which you can find here.
The outcomes of the various combinations of the two subcomponent scores are given in the chart below.
There is one exception. If a district decides to use an optional second test in the test component and the teacher is ineffective, the teacher must be rated What the ‘thoughtless’ N.Y. government just did to teachers - The Washington Post:
