Racing to Nowhere: Ways Teacher Evaluation Reform Devalues Teachers
In a recent blog (see here), I posted about a teacher evaluation brief written by Alyson Lavigne and Thomas Good for Division 15 of the American Psychological Association (see here). There, Lavigne and Good voiced their concerns about inadequate teacher evaluation practices that did not help teachers improve instruction, and they described in detail the weaknesses of testing and observation practices used in current teacher evaluation practices.
In their book, Enhancing Teacher Education, Development, and Evaluation, they discuss other factors which diminish the value of teachers and teaching. They note that for decades many various federal documents, special commissions, summits, and foundation reports periodically issue reports that blatantly assert (with limited or no evidence) that American schools and teachers are tragically flawed and at times the finger has even been pointed at our students (e.g., A Nation at Risk chided students for their poor effort and performance). These reports, ranging from the Sputnik fear to the Race to the Top crisis, have pointed to an immediate and dangerous crisis. The cause of the crisis: Our inadequate schools that places America at scientific, military, or economic peril.
Given the plethora of media reports that follow these pronouncements of school crises (and pending doom) citizens are taught at least implicitly that schools are a mess, but the solutions are easy…if only teachers worked hard enough. Thus, when reforms fail, many policy makers scapegoat teachers as inadequate or uncaring. Lavigne and CONTINUE READING: Racing to Nowhere: Ways Teacher Evaluation Reform Devalues Teachers | VAMboozled!