Everything Wrong With Detroit’s New Teacher Evaluation Scheme
Add Detroit to the growing list of states and districts looking to revamp their teacher evaluation systems. Test-based accountability reached mania-like proportions during the Arne Duncan years but has slowly abated, with 34 states now requiring the use of test scores to evaluate teachers, down from a high of 43 in 2015. Maine made news earlier this year when its legislature voted to drop a requirement that test scores be used to rate teachers. Thanks to a new law in New York, there’s no longer a requirement that evaluations be tied to the state’s standardized grade 3-8 math and English assessments. Pennsylvania is considering similar reforms. And many states have made other changes to their evaluation systems, with some reducing their frequency and others washing their hands of the whole sordid thing by allowing districts and local bargaining units to work out the details.
What they all have in common is a tacit admission that evaluating teachers on the basis of student test scores is a stupid idea. Of course, teachers could have told them that all along (and we did), but even without test-based accountability, designing a system that fairly evaluates teachers has proven to be a Herculean task. There are a lot of reasons for that, and Detroit’s proposed new teacher evaluation system illustrates some of the challenges.
According to this article from Chalkbeat, Detroit’s new system, which CONTINUE READING: Everything Wrong With Detroit's New Teacher Evaluation Scheme - Teacher Habits
