New Teacher Evaluation Report Released by the Network for Public Education REDUX
A new report on current teacher evaluation systems throughout the US was just released by the Network for Public Education. The report is titled, “Teachers Talk Back: Educators on the Impact of Teacher Evaluation,” and below are their findings, followed by a condensed version of their six recommendations (as taken from the Executive Summary, although you can read the full 17-page report, again, here):
FINDINGS
- Teachers and principals believe that evaluations based on student test scores, especially Value Added Measures (VAMs), are neither valid nor reliable measures of their work. They believe that VAM scores punish teachers who work with the
most vulnerable students. Of the respondents, 83% indicated that the use of test scores in evaluations has had a negative impact on instruction, and 88% said that more time is spent on test prep than ever before. Evaluations based on frameworks and rubrics, such as those created by Danielson and Marzano, have resulted in wasting far too much time. This is damaging the very work evaluation is supposed to improve, as valuable time is diverted to engage in related compliance exercises and paperwork. Of the respondents, 84% reported a significant increase in teacher time spent on evaluations. - The emphasis on improving test scores has overwhelmed every aspect of teachers’ work, forcing them to spend precious collaborative time poring over student data rather than having conversations about students and instruction. CONTINUE READING: New Teacher Evaluation Report Released by the Network for Public Education | VAMboozled!